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gh

DEPARTMENT OF INFORMATION STUDIES

UNIVERSITY OF GHANA, LEGON

THE USE OF ICT FOR TEACHING AND LEARNING IN SENIOR HIGH

SCHOOLS IN GHANA: A STUDY OF NUNGUA AND PRESBYTERIAN,

TESHIE.

BY

RICHARD KWESI BONI

(10383881)

THIS DISSERTATION IS SUBMITTED TO THE UNIVERSITY OF GHANA, LEGON

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MA

INFORMATION STUDIES DEGREE

JULY, 2018

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DECLARATION
I hereby declare that this dissertation was solely undertaken by me, except for references to other

studies, which were duly acknowledged, under the supervision of Prof. A. A. Alemna of the

department of Information Studies, University of Ghana, Legon. No part of this dissertation has

been presented in whole or in part of any institution for any award.

………………………………………… ……………………………………

Richard Kwesi Boni Prof. A. A. Alemna

(Student) (Supervisor)

Date:……………………………….. Date:………………………………..

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DEDICATION
I dedicate this work first and foremost to the Almighty God for the gift of life and knowledge He

has bestowed upon me to undertake this research work. Secondly, to my caring and supportive

father, Mr. Prosper Boni, my sister, Elsie Ama Boni, my mentor, Mr. George Mensah Okley, and

to my loving wife, Esther Antwiwaa Boni and finally, to all who supported me throughout the

programme duration. God richly bless you all.

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ACKNOWLEDGEMENT
This dissertation would not have been successful without the support of certain personalities

whose efforts have made the preparation of this work possible.

First and foremost, my thanks go to the Almighty God for giving me life and strength to

complete this study. I also want to render my profound gratitude to Prof. A. A. Alemna,

Department of Information Studies, University of Ghana, Legon, who supervised this work and

for the patience he had whilst undertaking this work. His tolerance and accommodating nature

must be acknowledged. This work was made possible by my father, Mr. Prosper Boni, my sister,

Elsie Ama Boni, and my wife, Esther Antwiwaa Boni. My heartfelt gratitude also goes to Mr. V.

K. Fosu and Mr. S. N. B. Tackie for the fatherly role they played and continue to play in my life.

I cannot exclude the constant encouragement of Mr. George Mensah Okley of Bulk Oil Storage

and Transportation Company Limited (BOST), and Madam Pearl Adoley Lokko of Vivibon

Preparatory School, Nungua, whose efforts has made this work come to a fulfillment.

Finally, my warmest appreciation goes to my course mates for their tremendous support in

diverse ways.

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TABLE OF CONTENTS
DECLARATION ............................................................................................................................. i
DEDICATION ................................................................................................................................ ii
ACKNOWLEDGEMENT ............................................................................................................. iii
LIST OF TABLES ....................................................................................................................... viii
LIST OF FIGURES ....................................................................................................................... ix
LIST OF ABBREVIATE WORDS ............................................................................................... ix
ABSTRACT .................................................................................................................................... x
CHAPTER ONE ............................................................................................................................. 1
INTRODUCTION .......................................................................................................................... 1
1.1.1 NUNGUA SENIOR HIGH SCHOOL ...................................................................... 3
1.1.2 PRESBYTERIAN SENIOR HIGH SCHOOL, TESHIE.......................................... 3
1.2. STATEMENT OF THE PROBLEM ............................................................................... 4
1.3. THE PURPOSE/AIM OF THE STUDY ......................................................................... 5
1.4. OBJECTIVES OF RESEARCH ...................................................................................... 6
1.5. THEORETICAL PERSPECTIVE OR CONCEPTUAL FRAMEWORK ...................... 6
1.6. SCOPE/LIMITATIONS................................................................................................. 12
1.7. SIGNIFICANCE ............................................................................................................ 13
1.8. ETHICAL CONSIDERATION ..................................................................................... 14
1.9. DESCRIPTION OF CHAPTERS .................................................................................. 15
CHAPTER TWO .......................................................................................................................... 16
LITERATURE REVIEW ............................................................................................................. 16
2.1 INTRODUCTION .......................................................................................................... 16
2.2 THE PERCEPTION OF TEACHERS AND STUDENTS ON THE USE OF ICT ...... 17
2.3 AVAILABILITY OF ICT INFRASTRUCTURE FOR TEACHING AND LEARNING ......... 19
2.4 TRADITIONAL MODE OF TEACHING VERSUS ICT INTEGRATION................. 22
2.5 EFFECTIVE INTEGRATION OF ICT FOR TEACHING AND LEARNING ............ 25
2.6 CHALLENGES OF USING ICT FOR TEACHING AND LEARNING ..................... 28
2.7 CONCLUSION .............................................................................................................. 32
CHAPTER THREE ...................................................................................................................... 34
METHODOLOGY ....................................................................................................................... 34

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3.1 INTRODUCTION .......................................................................................................... 34

3.2 RESEARCH DESIGN/STRATEGY ............................................................................ 34
3.3 SELECTION OF SUBJECTS ........................................................................................ 35
3.3.1 POPULATION ............................................................................................................. 35
3.3.2 SAMPLE SIZE ............................................................................................................. 36
3.3.3 SAMPLING TECHNIQUES ........................................................................................ 37
3.4 DATA COLLECTION INSTRUMENT ....................................................................... 37
3.4.1 QUESTIONNAIRES .................................................................................................... 37
3.4.2 PRE-TESTING ............................................................................................................. 38
3.4.3 DATA COLLECTION PROCEDURE ........................................................................ 38
3.5 DATA ANALYSIS ............................................................................................................. 39
CHAPTER FOUR ......................................................................................................................... 40
DATA ANALYSIS AND DISCUSSION OF FINDINGS ........................................................... 40
4.1 INTRODUCTION .......................................................................................................... 40
4.2 DEMOGRAPHICS ........................................................................................................ 41
4.2.1 DISTRIBUTION OF RESPONDENTS ....................................................................... 41
4.2.2 GENDER OF RESPONDENTS .................................................................................. 42
4.2.3 STUDENT YEAR OF STUDY ................................................................................... 42
4.2.4 PROGRAMME OFFERED BY STUDENTS ............................................................ 42
4.2.5 AGE DISTRIBUTION OF TEACHERS .................................................................... 44
4.3 COMPUTER KNOWLEDGE ....................................................................................... 44
4.3.1 COMPUTER LITERACY ...................................................................................... 45
4.3.2 COMPUTER KNOWLEDGE RATE OF RESPONDENTS ................................. 46
4.3.3 ACQUISITION OF ICT SKILLS ........................................................................... 47
4.3.4 ORGANIZATION OF ICT TRAINING PROGRAMMES FOR TEACHERS .... 48
4.4 PERCEPTION OF THE USE OF ICT FOR TEACHING AND LEARNING ............. 49
4.4.1 PERCEPTION OF TEACHERS ................................................................................. 50
4.4.2 PERCEPTION OF STUDENTS ................................................................................. 54
4.5 AWARENESS AND USAGE OF SOME SELECTED COMPUTER APPLICATIONS ......... 57
4.5.1 COMPUTER PROGRAMMES OFTEN USED BY TEACHERS .............................. 58
4.5.2 COMPUTER PROGRAMMES OFTEN USED BY STUDENTS .............................. 60

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4.5.3 LEVEL OF FAMILIARITY OF SOME SELECTED COMPUTER APPLICATIONS AND

PROGRAMMES………………………………………………………. ............................................ 61
4.6 AVAILABILITY OF ICT FACILITIES........................................................................ 65
4.6.1 POSSESSION OF A PERSONAL COMPUTER .................................................. 65
4.6.2 AVAILABILITY OF ICT LABORATORY .......................................................... 65
4.6.3 PURPOSE OF ICT LABORATORY ..................................................................... 66
4.6.4 AVAILABILITY AND ACCESS TO THE INTERNET ....................................... 67
4.6.5 AVAILABILITY OF ENOUGH COMPUTERS FOR TEACHERS AND
STUDENTS ........................................................................................................................... 67
4.6.6 ACCESS TO THE COMPUTER LABORATORY BY STUDENTS AND
TEACHERS........................................................................................................................... 68
4.6.7 SYSTEM MAINTENANCE .................................................................................. 69
4.6.8 ICT FOR TEACHING AND LEARNING PURPOSES ....................................... 70
4.6.9 FREQUENCY OF ICT USE FOR TEACHING AND LEARNING ..................... 71
4.6.10 SCHOOL ASSIGNMENTS INVOLVING THE USE OF ICT ............................. 73
4.6.11 INTERNET TO ACCESS INFORMATION IN RELATION OF SUBJECT
TAUGHT OR STUDIED ...................................................................................................... 73
4.7 CHALLENGES RELATED WITH THE USE OF ICT FOR TEACHING AND
LEARNING .............................................................................................................................. 74
4.7.1 PROBLEMS RELATED WITH THE USE OF ICT.................................................... 74
4.8 COMMENTS AND SUGGESTIONS ........................................................................... 75
CHAPTER FIVE .......................................................................................................................... 76
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ....................... 76
5.1 INTRODUCTION .......................................................................................................... 76
5.2 SUMMARY OF FINDINGS ......................................................................................... 76
5.2.1 COMPUTER KNOWLEDGE ...................................................................................... 76
5.2.2 PERCEPTION OF TEACHERS AND STUDENTS ON THE USE OF ICT FOR
TEACHING AND LEARNING ............................................................................................ 77
5.2.3 AWARENESS AND USAGE OF SOME SELECTED COMPUTER
APPLICATIONS AND PROGRAMMES ............................................................................ 77
5.2.4 AVAILABILITY OF ICT FACILITIES ................................................................ 77
5.2.5 ICT FOR TEACHING AND LEARNING .................................................................. 79

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5.2.6 CHALLENGES RELATED WITH THE USE OF ICT FOR TEACHING AND
LEARNING. .......................................................................................................................... 79
5.3 CONCLUSION ............................................................................................................. 80
5.4 RECOMMENDATIONS ............................................................................................... 81
5.4.1 PROVISION OF ICT FACILITIES AND SUPPORT SERVICES ....................... 81
5.4.2 ACCESS TO INTERNET SERVICES ................................................................... 82
5.4.3 ICT TRAINING AND UPGRADE OF TEACHING PRACTICES ..................... 82
5.4.4 REGULAR SYSTEM MAINTENANCE............................................................... 83
5.4.5 DEVELOPMENT OF EDUCATIONAL ICT POLICY ....................................... 83
REFERENCES ............................................................................................................................. 85
APPENDICES .............................................................................................................................. 97
APPENDIX I ............................................................................................................................. 97
APPENDIX II ........................................................................................................................... 98
APPENDIX III .......................................................................................................................... 99
APPENDIX IV ........................................................................................................................ 103

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LIST OF TABLES
TABLE 3.1 POPULATION AND SAMPLE…………………………………………………………………….………… 36
TABLE 4. 1 SCHOOL OF PARTICIPANTS ..................................................................................... 42
TABLE 4. 2 COURSES OFFERED BY STUDENTS ........................................................................... 43
TABLE 4. 3 AGE DISTRIBUTION OF TEACHERS .......................................................................... 44
TABLE 4. 4 COMPUTER LITERACY .............................................................................................. 45
TABLE 4. 5 COMPUTER KNOWLEDGE RATE OF RESPONDENTS ................................................ 47
TABLE 4. 6 ORGANIZATION OF ICT TRAINING PROGRAMMES FOR TEACHERS ........................ 48
TABLE 4. 7 PERCEPTION OF TEACHERS, NUNGUA SHS ............................................................. 50
TABLE 4. 8 PERCEPTION OF TEACHERS, PRESBYTERIAN SHS, TESHIE ....................................... 51
TABLE 4. 9 PERCEPTION OF STUDENTS, NUNGUA SHS ............................................................. 54
TABLE 4. 10 PERCEPTION OF STUDENTS, PRESBYTERIAN SHS, TESHIE ..................................... 55
TABLE 4. 11 COMPUTER PROGRAMMES OFTEN USED BY TEACHERS ........................................ 59
TABLE 4. 12 COMPUTER PROGRAMMES OFTEN USED BY STUDENTS........................................ 60
TABLE 4. 13 LEVEL OF FAMILIARITY ........................................................................................... 61
TABLE 4. 14 LEVEL OF FAMILIARITY ........................................................................................... 62
TABLE 4. 15 LEVEL OF FAMILIARITY ........................................................................................... 63
TABLE 4. 16 LEVEL OF FAMILIARITY ............................................................................................ 64
TABLE 4. 17 AVAILABILITY OF ICT LABORATORY......................................................................... 66
TABLE 4. 18 AVAILABILITY OF ENOUGH COMPUTERS FOR TEACHERS AND STUDENTS ......................... 67
TABLE 4. 19 SYSTEM MAINTENANCE .......................................................................................... 69
TABLE 4. 20 ICT FOR TEACHING AND LEARNING PURPOSES ...................................................... 71
TABLE 4. 21 FREQUENCY OF ICT USE FOR TEACHING AND LEARNING....................................... 72

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LIST OF FIGURES
Figure 1: Technological Pedagogical Content Knowledge (TPACK) ............................................ 8

LIST OF ABBREVIATE WORDS

TERM DEFINITION

BECTA British Educational Communications and Technology Agency

CK Content Knowledge

ICT Information and Communication Technology

ICTs Information and Communication Technologies

MGS-ONE Metal Gear Solid – ONE

PCK Pedagogical Content Knowledge

PK Pedagogical Knowledge

SHS Senior High School

TCK Technological Content Knowledge

TK Technological Knowledge

TPACK Technological Pedagogical Content Knowledge

TPK Technological Pedagogical Knowledge

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ABSTRACT
The introduction of Information and Communication Technology (ICT) in Senior High Schools

has been recognized as a medium of revolutionizing the teaching and learning process. This

ideology has led to the introduction of computers and internet access in some Senior High

Schools in Ghana. This research reports on a study conducted to investigate the use of ICT for

teaching and learning in Senior High Schools in Ghana specifically, Nungua Senior High School

and Presbyterian Senior High School, Teshie. The study focused on the availability of ICT

infrastructure in both schools, the perception of teachers and students on the use of ICT tools as

well as the computer literacy skills of teachers and students. The survey research method was

adopted for the study. The sample size used was 342, made up of 138 teachers and 204 students.

Questionnaires were the main instrument used to obtain information from the respondents. The

results revealed that majority of the students and teachers did not use ICTs during normal

classes. They only had access to computers during ICT lessons. They also lacked access to

functional computers for private studies, training, and recreation. The researcher concluded that

the students and teachers could not confidently and creatively use ICT for teaching and learning.

It was recommended among others that the schools extend ICT application to other subjects. The

research identified some current knowledge gaps pertaining to the barriers and strategies of

technology integration, and offers pertinent recommendations for future research. These results

are of particular importance to policy makers and school leaders and shed light on the process of

ICT integration into teaching and learning in Senior High Schools in Ghana.

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CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND TO THE STUDY

The sudden rise in Information and Communication Technology has introduced a phenomenal

change in contemporary society which has affected the demands of present-day civilization. It is

an undisputable claim that Information and Communication Technologies play a crucial role in

the advancement of every country these days. "The importance of technology to modern

concepts such as e-commerce, teleconferencing, e-governance, and telecommunication have all

arisen as a result of the application of technology in almost every aspect of human activity"

(Amoaful, 2011). Countries all over the world, including Ghana have identified the pivotal role

ICT plays in all aspects of human endeavour of which education forms a part. To counter the

industrial and societal development, individual nations are drafting programs and guidelines that

integrate the application of ICT or computer technologies into education. Several nations have

set up national policies that show a synopsis of how ICT should be implemented to improve the

educational system in the various countries (Komza, 2003).

There is therefore an increasing demand on educational establishments to apply ICTs in teaching

and learning and to equip students for the modern day job market. In education, the application

of computer technologies can improve teaching and learning and several studies have confirmed

this assertion. As posited by Fathima (2013), the use of ICT in learning environment can bring

about a rapid change in the student‘s performance. The ideology that ICT can for a fact improve

educating and learning has compelled the Government of Ghana to draft guidelines geared

towards the integration of ICT in education. Having noticed the impact of ICT on education

towards national development, the Government in 2007 introduced a new educational reform

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which stressed on the requirement for more significance on ICT and education. This prompted

the incorporation of ICT in both the Basic and Secondary School's educational module where the

subject is presently an examinable one.

The essential capacity of most instructive approaches is to furnish institutions with the needed

accoutrements such as computers, information and communication related technologies, and to a

lesser degree, the expert improvement of educators (Jones, 2003; Owston, 2007).

Education is at the core of every developing and developed nation. It has contributed immensely

to the increase in development of knowledge and providing a conducive atmosphere for

advancement and in building human capital needed for a possible development in the economy.

ICT is considered a basic tool in equipping and teaching students with the required abilities for

the worldwide work place. Amoaful (2011) posits that we are now living in a world of

revolution. This revolution is termed the computer revolution or information revolution in

history books. In this revolution, the computer is the agent transforming the way people do

research, business as well as teaching and learning. Opoku, Badu, & Alupo (2016) noted that the

rate at which ICT is developing and its impact on socio-economic activities cannot be

overemphasized. According to him, the United Nations Development Programme (UNDP)

expressed that ICT has been characterized to incorporate the full scope of electronic

advancements and strategies used to manage information and innovations. Notwithstanding all

the benefits ICT has got to offer, the system is fraught with challenges and one of the major

problems associated with the integration of ICT in an academic environment is the inadequacy of

ICT infrastructure to improve teaching and learning. Other challenges against the use of ICT by

students and teachers are the lack of requisite skills necessary to operate computers and ICT

gadgets in education. Similar studies have also indicated that, such barriers include network

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problems, user unfriendly programs and inadequate access to the internet contribute to the

disadvantages of ICT integration in education.

1.1.1 NUNGUA SENIOR HIGH SCHOOL

Nungua Senior High School is situated in the heart of the Nungua Township along the Accra-

Tema beach road. It was founded in the year 1958 by Nii Daniel Quaye Tawiah, a native of

Nungua, known in private life as Nii Quaye Nungua. In 1960, the government of Ghana

absorbed it as a public secondary school. The school is within the Ledzokuku-Krowor Municipal

Assembly and is mandated to formulate policies and programs in line with the Ghana Education

Service Act 1995 which regulate pre-tertiary education. The school currently has a staff strength

of one hundred and seven (107) out of which seventy-three (73) are teaching staff. The total

student population from form one to form three is one thousand, six hundred and ninety-seven

(1697) out of which seven hundred and ninety (790) are males and nine hundred and seven (907)

are females. The school has a well-furnished ICT laboratory with three professional ICT teachers

assisted by two National Service personnel. In the year 2013, the government of Ghana under the

Better Ghana Agenda ICT project donated fifty (50) MGS-ONE Netbook computers to the

school to enhance the integration of ICT in the school's curricular. (Source: Five Year Strategic

Development Plan (2016-2020), Nungua Senior High Scool).

1.1.2 PRESBYTERIAN SENIOR HIGH SCHOOL, TESHIE.

Presbyterian Senior High School, Teshie was established by the Old Boys and Girls Association

(AGABOT) in 1981. The school used to be Teshie Middle Boys‘ Boarding School and through

the hard work of some of the Old Boys such as Dr. T.A. Osae, Mr. J.M Akita, Mr. E.M Boye,

and Dr. E.A. Kwei, the school was converted to a secondary school in 1984 and was absorbed by

the Ghana Education Service, and became a Government Assisted Secondary School. The

School currently offers five programs namely; General Arts, Visual Arts, Business, Home

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Economics and General Science. The student population stands at one thousand six hundred and

fifty (1650). The staff population which is made up of teaching and non-teaching staff also

stands at one hundred and thirteen. The school is under the Ledzokuku-Krowor Educational

Circuit of the Ledzokuku-Krowor Municipal Assembly. The Ledzokuku-Krowor Educational

Circuit is under the jurisdiction of the Ghana Education Service.

The Ghana Education Service is in charge of the co-ordination of the authorized national policies

and projects relating to pre-tertiary education which originates from the Ministry of Education.

The overall objective of the Ministry is to give relevant and quality education for all Ghanaians

which will enable them obtain the competence that will make them practically literate and

productive in order to mitigate poverty and advance the fast financial development of the nation.

In line with the new educational reform of 2007, ICT was integrated into the Ghana Education

Curricula in 2010.

1.2. STATEMENT OF THE PROBLEM

The introduction of ICT as an essential instructive standard, standout amongst the most powerful

developmental strategies in this era of revolution (Aviram and Tami, 2004) and portrays an

emitting worldview originating from a desire to better equip people for life after school. The rate

of ICT revolution has caused an exceptional and accelerated advancement in the method of

teaching and learning, impacting ways students and teachers engage in the instructive

framework. These advances remain a crucial aspect of teaching and learning at all levels of

education in our Ghana. The Ghana Education Service has made some attempts at attaining the

objective of enhancing the nature of education through the use of ICT with the help of some

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policies and adaptation of ICT as an examinable subject. Programmes such as the two month

training for ICT teachers which was held at Academic City University College, Circle-Accra

were organized by the Greater Accra Regional Director of Education in collaboration with

Academic City University College in August, 2017. The training was aimed at improving

teachers‘ knowledge in the use of ICT tools and in turn impact it onto students. In spite of every

one of these ventures on ICT infrastructure, equipment and expert advancement to enhance

teaching in Ghana, it is evident that potential for ICT to help students' learning has not been

achieved. Therefore the inadequacy of ICT tools in second cycle institutions, lack of the requisite

skills on the part of the teachers as well as lack of interest on the part of most teachers in the use

of ICT tools have led to this study. This study seeks to investigate teachers and students'

perceived usefulness and ease of use of ICT in teaching and learning, to identify possible

challenges in ICT integration in teaching and learning and to come up with solutions to enhance

effective and efficient use of ICT to enhance teaching and learning to improve secondary

education.

1.3. THE PURPOSE/AIM OF THE STUDY

The purpose of this study was to investigate the use of ICT as a tool for teaching and learning in

Nungua Senior High School and Presbyterian Senior High School, Teshie.

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1.4. OBJECTIVES OF RESEARCH

1. To determine the availability of ICT infrastructure for teaching and learning in Nungua

Senior High School and Presbyterian Senior High School, Teshie.

2. To investigate the computer literacy skills of students and teachers of both Nungua

Senior High School and Presbyterian Senior High School, Teshie.

3. To find out the perception of teachers and students on the use of ICT tool for teaching

and learning in Nungua Senior High School and Presbyterian Senior High School,

Teshie.

4. To determine the level of awareness and usage of some selected computer applications

and programs available to students of Nungua Senior High School and Presbyterian

Senior High School, Teshie.

5. To assess the challenges related with the use of ICT.

1.5. THEORETICAL PERSPECTIVE OR CONCEPTUAL FRAMEWORK

The theoretical framework of Technological Pedagogical Content Knowledge (TPACK)

developed by Mishra and Koehler (2006), was adopted for this study. The theory developed as a

generally established framework to give interpretation of teachers' task in using ICTs for

teaching (Mishra & Koehler, 2006). It is a theory that emerged to describe the set of intelligence

that teachers must poses to effectively teach their students using ICTs. The TPACK framework

explains the use of ICT for teaching and learning from a knowledge context. It classifies three

basic forms of knowledge that must be available in any ICT integrated class: Technological

Knowledge (TK), Pedagogical Knowledge (PK) and Content Knowledge (CK). The TPACK

model has introduced a new structure that guides the use of ICTs for teaching and learning

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purposes and how it fits into the structure of the classroom to enable quality educational

practices when using ICT.

The use of ICT for teaching around a particular topic desires creating sensitivity to the dynamic,

value-based connection between these segments of learning arranged in special settings.

Instructors, grade-level, school-particular elements, socioeconomics, culture, and different

elements guarantee that each circumstance is exclusive, and no single blend of substance,

innovation, and instructional method will apply for each educator, each course, or each

perspective of educating. The TPACK model puts forward two basic arguments;

1. Mindful interweaving of technology, instructional method and content knowledge is

required by the educator to guarantee a beneficial utilization of ICTs in teaching and

learning.

2. There is no single mechanical arrangement that applies for each instructor, each course,

or each perspective of educating. (Mishra & Koehler, 2006)

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include the general mission and vision of education as well as values and aims of education.

Pedagogical Knowledge deals with understanding the way and manner in which students attain

knowledge as well as understanding general classroom administration skills and student

evaluation (Koehler & Mishra, 2009).

Pedagogical Content Knowledge (PCK) is the first intersections created by the overlapping of

pedagogy and content knowledge. Fundamental to Shulman‘s conceptualization of PCK is the

presumption of the revolution of the topic for educating. In the words of Shulman (1986), this

transformation takes place as teachers teach a particular topic, adapting several strategies of

describing teaching materials and also presenting lessons that suits students' understanding. PCK

covers the foundation of business of instructing, learning, educational programs, appraisal and

revealing, for example, the situation that advance learning and the connections among

educational programs, evaluation, and teaching method (Koehler & Mishra, 2009).

Technological Content Knowledge (TCK) is the second intersection which originates from the

overlap between technology and content. It deals with the importance of understanding the

influence of technology on specific content or subject. A comprehension of the way in which

technology and substance impact and compel each other. ―

Teachers need to master more than the

subject matter they teach; they must also have a deep understanding of the manner in which the

subject matter (or the kinds of representations that can be constructed) can be changed by the

application of particular technologies. Teachers need to understand which specific technologies

are best suited for addressing subject-matter learning in their domains and how the content

dictates or perhaps even changes the technology—or vice versa‖ (Koehler & Mishra, 2009).

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Technological Pedagogical Knowledge (TPK) forms the intersection between technology and

pedagogy. This intersection deals with how instructing and learning can change when specific

innovations are utilized in specific ways. Diverse types of technology can empower the

improvement and use of various types of instructional method. Then again, extraordinary

academic techniques will require diverse types of technology.

Technology, Pedagogy and Content Knowledge (TPACK), is the use of technological

knowledge, pedagogical knowledge and content knowledge that when adopted into teaching and

learning leads to effectiveness and enhances the educational process. TPACK is the framework

that involves the use of technologies in teaching and learning and this requires the representation

of ideas using ICT. Pedagogical techniques also uses ICTs to teach content while information of

what makes ideas problematic or simple to learn and how innovation can help review a portion

of the issues that students confront; knowledge of students' earlier information and hypotheses of

epistemology; and information of how technologies can be utilized to expand on existing

learning to grow new epistemologies or reinforce old ones (Koehler & Mishra, 2009).

Shulman (1986) indicated that PCK is an exclusive model of teachers' intelligence that

incorporates the teacher's PK and CK to guide students in closing the gap that exist in

understanding a subject. It could be in the form content-specific or topic-specific instructive

methodologies (Graham, Borup, & Smith, 2012). In the same way, TPK is an exclusive

scheme of PK that is linked to the use of ICTs. TCK involves the use of ICTs to represent

content knowledge that was not meant for teaching. Finally, TPACK refers to the coordinated

type of learning that can be made through various mixing of the six types of knowledge. This

type of information is made through educators or instructive technologists' outline effort when

they produce new practices to incorporate ICT into classroom instructing (Tsai, Chai, Wong,

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Hong, & Tan, 2013). Presently, the idea of TPACK is spreading and being received by numerous

educational institutions worldwide to comprehend and improve instructors' capacity to

coordinate ICT into educating and learning (Chai, Koh & Tsai, 2013)

In today's world, ICT is coming up with improved methods to gain and process knowledge in

every aspect of life. ICT is also improving teaching by providing improved methods to involve

students.

Skilled and experience educators are those that can use ICT tools to teach, thus enhancing the

knowledge of the subject matter. This integration is known as TPACK. It is also referred to as

the inclusion of ICT into the traditional approach of teaching and learning.

As of now, technology is treated as though it is separate from instructing and learning. Keeping

technology as a different learning set causes issues, yet when it comprehends the system of

TPACK, it can incorporate technology into the substance and teaching method in classrooms.

The integration will enable students to take in more adequately. Mishra and Koehler (2008),

propose that TPACK should direct educational modules improvement and educator training.

The inadequate knowledge of TPACK separates education from technology when being used for

teaching and learning purposes thus, leading to four main challenges in the classroom. First is the

accelerated rate in the advancement in technology which makes it difficult to keep up. The

second challenge is that software‘s are designed for other purposes and not for teaching and

learning. This entails that students study the use of applications and programmes and not the

content of their curricular. The next challenge is associated with fusing technology in a

situational classroom. A teacher can modify a lesson to suit the needs of varied students, but an

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instructional video cannot. Finally Mishra and Koehler (2008), state that keeping technology

separate places an emphasis on ―

what‖ not ―how.‖

The synchronous joining of innovation, teaching method and content has an awesome effect in

understanding the objectives of interest in instructive innovation. This model was used to explain

the effective use of ICT in teaching and learning in Nungua Senior High School and Presbyterian

Senior High School, Teshie.

1.6. SCOPE/LIMITATIONS

The study focused on teachers, first and second year students of Nungua Senior High School and

Presbyterian Senior High School, Teshie. This was due to the fact that the final year students had

completed their final West African Secondary School Certificate Exams (WASSCE) at the time

the researcher was there to collect data. There have been several technological developments and

changes that the institutions has undergone which first and second year students were privy to

during their stay in the various schools. Both teachers and students of the mentioned schools

were able to give clear account of some challenges encountered with respect to the utilization of

ICT in educating and learning.

The research should have covered students and teachers in all Senior High Schools in Ghana but

time allocation for this study did not permit for a larger population to be covered. For this and

other reasons the researcher concentrated on teachers and first and second year students of both

schools as the target population for the study. Nungua Senior High School and Presbyterian

Senior High School, Teshie was used for the study due to their proximity to the researcher and

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also due to the fact that not much related research has been conducted within the Municipal

Assembly.

1.7. SIGNIFICANCE

The discovery of this study will add to the benefit of society considering that ICT plays a vital

role in education today. The significance of this study lies in the fact that it will add to a body of

already existing information in the field of ICT and education after the work is published.

The researcher also believes that the findings of the study would be beneficial not only to the two

schools under investigation, but to teachers in general, the Ghana Education Service and other

agencies responsible for the formulating of ICT policies into teaching and learning curricula in

schools in Ghana.

For researchers, practitioners and policymakers, the study will help them reveal critical areas in

the educational procedures that numerous researchers were not able to investigate. Thus, another

hypothesis on learning with ICTs may be arrived at.

A proper assessment of teaching and learning with ICTs will be useful to researchers and

scholars; as it will add to the already existing scholarly research and literature in the field as well

as creating awareness of the importance of teaching with ICT in both schools.

The result of this study would add to the already existing policies which would promote adequate

ICT usage in the teaching and learning of various subjects throughout the country.

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Hopefully, the result of these findings will improve upon the use of ICT tools in teaching and

learning in Senior High Schools in Ghana of which Nungua Senior High School and Presbyterian

Senior High School, Teshie are a part.

1.8. ETHICAL CONSIDERATION

Ethics is very important in all aspects of research work especially when it involves human

subjects. Permission was sought from management of both schools in a form of an introduction

letter from the Department of Information Studies at the University of Ghana, before

administering questionnaires to respondents (See Appendix I and II). The protection of the

privacy of the research participant was ensured. In order to ensure this, no personal information

such as name, student registration number and staff ID was requested from respondents.

Adequate level of confidentiality of the research data was ensured. The principle of voluntary

participation required that people should not be coerced into engaging in the research. Approval

was obtained from the respondents prior to the study. Respect for the dignity of the study

participant was prioritized.

The researcher did acknowledge all materials consulted such as books, articles, online materials

and thesis. Maintenance of the highest level of objectivity in discussions and analysis throughout

the research was upheld. Finally the researcher adhered to the University of Ghana's Code of

Conduct on research.

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1.9. DESCRIPTION OF CHAPTERS

The study is organized into five main chapters.

 Chapter One is the introduction which consists of background to the study, statement of

the problem, the purpose of the study, objectives of the study, theoretical perspective,

scope of the study, significance of the study, setting of the study, ethical consideration

and description of chapters.

 Chapter Two focuses on the literature review which consists of World view, African

view and Ghanaian view on ICT and Education. Literature was reviewed under the

following themes; the perception of teachers and students on the use of ICT, availability

of ICT infrastructure for teaching and learning, traditional mode of teaching versus ICT

integration, effective integration of ICT for teaching and learning, and challenges of

using ICT for teaching and learning.

 Chapter Three is made up of the methodology adopted for the study. The chapter

covered; introduction, research design, selection of cases, selection of subjects,

instrumentation, method of data presentation and analysis, problems encountered and

limitations of the study.

 Chapter Four deals with the analysis and findings.

 Chapter Five comprises of the summary of the findings, conclusion and

recommendations.

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CHAPTER TWO
LITERATURE REVIEW

2.1 INTRODUCTION

The literature review is an evaluative report of information found in other studies which are

related to the study being conducted (Creswell, 2003). The review is not just a summary of

materials available but rather a theoretically based framework of the research investigation which

summarizes the literature available to develop a research study (Taylor and Procter. 2001)

The use of ICT for teaching and learning in senior high schools is an area that has been covered

extensively by other researchers all over the world. In relation to this work, related literature was

reviewed to present the progress of research conducted in the use of ICT for teaching and

learning.

Literature was reviewed under the following themes:

 The perception of teachers and students on the use of ICT.

 Availability of ICT infrastructure for teaching and learning.

 Traditional mode of teaching versus ICT integration.

 Effective integration of ICT for teaching and learning.

 Challenges of using ICT for teaching and learning.

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2.2 THE PERCEPTION OF TEACHERS AND STUDENTS ON THE USE OF

ICT

The utilization of ICT in senior high schools in Ghana is recognized as a medium for

revolutionizing the educational process, and has since been welcomed with momentous

eagerness (Mfum-mensah, 2003). ICT integration into educational curricula for students in

senior high schools does impact positively on the knowledge and abilities on both students and

teachers (Pittard, Bannister, & Dunn, 2003). British Educational Communications and

Technology Agency (BECTA) (2004), noted that the perceived benefits of fusing ICT into

education could be measured by the pedagogical knowledge of both students and teachers.

In a study of students of some selected schools in Hong kong, the research found out that the

positive result that came out of the educational methods that utilized ICT was the endorsement it

gave educators and students. Consequently, teachers over the globe keep on ascribing an

importance to the use of ICT in teaching and learning (Law, Lee & Chow, 2002). Gragert (2000)

noted that students in second cycle institutions were more anxious to study as a result of using

ICT related devices and also through computer-based knowledge acquisition. Teachers in the

study affirmed the fact that using ICT for teaching and learning increased student‘s participation

in the educational process. In similar research, Schulz-Zander, Büchter & Dalmer (2002)

perceived students cooperation and concluded that students tend to assist each other technically

with problems that arise from the use of ICT thereby functioning as an academic discourse

community, and working together in joint associations with different schools.

Haddad and Drexler (2002) revealed that ICT integrated teaching and learning stimulates

scholarly interest and offer a feeling of satisfaction that will shift the students from the static part

of beneficiaries of knowledge to the dynamic part of manufacturers of information.

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In an empirical study conducted by Hennessy, Ruthven, & Brindley (2005), it was established

that there was an anticipated pressure with the integration of ICT in the educational process and

this conformed to external conditions of traditional examinations. Conditions needed to integrate

ICT into education to intensify teaching and learning were deemed problematic. For instance, the

use of ICT gadgets was not allowed during examinations and this action brought about a decline

in motivation amid educators and students using ICT for teaching and learning (Hennessy et al.,

2005).

In a study conducted by Eugene (2006), an observation method was used to investigate

educators‘ expectation and perception on the use of ICT for teaching. The study found out that

there were disparity between educators‘ expectation and their perception on the substantial

utilization of ICT in the classroom. Another study carried out by Simonson (2004) to investigate

the beliefs of high school teachers confirmed that there was a correlation between teachers'

perception and their use of ICT in teaching. Drent and Meelissen (2008) confirmed the assertion

made by Simonson (2004) which revealed a study of two hundred and ten teachers showing a

confirmation of teachers' technological use and positive attitude towards the utilization of ICTs

had a correlation on the innovative use of ICTs in teaching.

Huang & Liaw (2005) in a related study involving six European Union countries affirmed that

teachers‘ perception with the use of ICT has a positive effect on their recognition of the benefits

of ICT and its use in education.

A study also conducted by Rozell & Gardner (1999) revealed an interrelationship between

teachers' ICT knowledge experience and their perception in the integration of ICT into teaching

and learning. Van Braak, Tondeur, & Valcke (2004), supported this assertion with a study

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conducted which revealed that knowledge in ICT is envisage to allow for an efficient use of

computers and their related technologies in instructing and learning.

In Africa, Mbah (2010) also explored the influence of ICT integration on the learning pattern of

students of University of Buea in Cameroon and found out that students were more comfortable

using ICTs and used it to improve their learning habits. The study also highlighted the positive

relationship between students‘ approach towards the use of ICT and their study habit.

Buabeng-andoh (2012) however stated that in Ghana, study of teachers' perception in the

utilization of ICT in education in second cycle institutions is limited as compared to senior high

schools in developed countries. His study therefore spanned from teachers' perception, their

perceived skills through to the extent of using ICT for teaching and learning. In the study, a

greater percentage of the research participants strongly agreed that ICT can improve students‘

engagement in the educational process, assessment to educators and also increase students‘

participation. The discovery of the study also revealed a positive correlation between ICT use

and competences and inferred that educators' capability and certainty were indicators of utilizing

ICT in educating and learning.

2.3 AVAILABILITY OF ICT INFRASTRUCTURE FOR TEACHING AND

LEARNING

The utilization of ICT in education became popular in educational policy-making in the early

1980 when microcomputers became accessible to individuals due to its low cost as compared to

the days when computer came into existence. Policy makers have been commended for the

introduction of ICT into education especially in secondary schools in Ghana due to the positive

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impact of ICT integration (Mfum-mensah, 2003). A careful study of some research on the

availability of ICT infrastructure in Ghanaian senior high schools explains the serious injustice

meted out to some schools with regards to the distribution of ICT resources for teaching and

learning (Mfum-mensah, 2003). This assertion was supported by Parthemore (2003), who

revealed that there was a bias in the distribution of ICT infrastructure among senior high schools

found in urban and rural centers. The study also revealed that senior high schools were placed

into categories and those found in "Grade A" institutions benefited more from the distribution of

ICT resources for teaching and learning as compared to the other categories. Even before the use

of ICT into educating and learning in senior high schools, resources meant for formal education

was skewed to favor schools that were located in urban centers as compared to those in the rural

areas (Folson, 1995).

Since the emergence of formal education in Ghana, there has been an unequally sharing of

educational resources among schools found in urban and rural centers, 'Grade A, B, C and D'

schools and also among private owned and public owned schools (Asiedu-Akrofi, 1982). The

unequal distribution of ICT resources amongst senior high schools has led to the unavailability of

ICT infrastructure amongst some senior high schools in Ghana especially those that are less

endowed.

The introduction of second cycle institutions in Ghana especially those in the rural areas are

faced with a dilemma of access and availability of ICT for teaching and learning. Mfum-mensah

(2003) again revealed that most rural senior high schools in Ghana are faced with inadequate

infrastructure, lack of trained educators who have the expertise in the use of ICT, unsupported

curriculum and a well-established ICT integration policy coupled with inaccessible electricity.

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All these hinder the access and availability and access of ICT for teaching and learning in some

deprived communities.

Notwithstanding these challenges which have affected the accessibility of ICT for instructing and

learning, the Ministry of Education in Ghana has put in measures which encourage policy

makers, non-governmental organizations (NGO), and school administrators to put in a shared

endeavor to encourage the use of ICT in Ghanaian senior high schools. The endeavors of the

Ministry of Education and other philanthropist have led to the expansion of ICT facilities to

senior high schools in Ghana, especially deprived communities (Parthemore, 2003). Parthemore

(2003) again revealed that senior high schools in Ghana can now pride themselves with the

availability of ICT infrastructure in the various schools through which students are gaining basic

computer knowledge. Mfum-mensah (2003) also posited that some of these senior high schools

who are beneficiaries to these government and donor support can now boast of internet access

which enables teachers and student have access to more information relating to their subject area

of teaching and learning. According to Hawkins (2002) senior high schools which are found in

either urban or rural centers, 'Grade A, B, C or D', private owned or public owned are now

benefiting from the availability of ICT infrastructure which was made possible by the

government, NGO's and other donor organization. Parthemore (2003) again argued that ICT

integrated teaching and learning has been centered in major cities within Ghana depriving the

less endowed ones in the rural centers. The under privileged schools are also undertaking steps to

close up the gap created by their urban and premier counterparts by outsourcing the training of

the use of ICT for teaching and learning to private individuals and firms (Mfum-mensah, 2003).

Mfum-mensah (2003) again pointed out that the amount to be paid for outsourcing has a huge

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repercussion on the school's budget due to budgetary constraints of most public and private

senior high schools.

Notwithstanding the challenges faced by the availability and access to ICTs in senior high

schools, most urban and rural schools in Ghana now have ICT rolled out in their respective

schools. However, there still are some schools in rural and deprived communities and even in

urban communities that are yet to benefit from the Ministry of Education's ICT integration policy

as part of their school's curriculum (Mfum-mensah, 2003).

The emergence of information and communication technologies has brought about collaboration

among students and teachers in secondary schools which has led to the contribution to

knowledge acquisition and information dissemination.

2.4 TRADITIONAL MODE OF TEACHING VERSUS ICT INTEGRATION

Traditional mode of education is mainly identified by the use of pendulums, chalkboards and

pencil for writing. Teaching and learning with these are effortless and straightforward in relation

to their functions (Simon, 1969 cited in Koehler Mishra & Cain, 2017). According to Fraser

(1983), traditional method of education involves the availability of procedures and practices

established to sustain a conducive atmosphere in which the educational process can take effect.

A traditional mode of teaching and learning involves rules and regulations for prudent student

attitudes. Lim, Teo, Wong, Chai, & Divaharan (2003) also argued that rules and regulations that

govern a traditional classroom can also be applicable to an ICT integrated classroom. He added

that there are additional procedures to be followed for an ICT integrated classroom.

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A research conducted by Koehler & Mishra (2008) revealed that most teachers earned their

teaching certificates at the time when ICT was at a developing stage and they consider

themselves inadequate to be ready to utilize ICT in the classroom for instructing and learning.

The study also found out that teachers of senior high schools had a challenge of acquiring new

set of technological knowledge.

Butzin (2004) postulated is his study that teachers felt more comfortable using the traditional

method of teaching rather than using technology because ICT integration into education required

additional time and expertise to apply appropriate application to suit the lesson objectives. The

teachers in his study preferred facing students since they can monitor the activities of students

who are not concentrating.

The utilization of ICT for instructing has contributed to the development of teachers‘ skills in

teaching which has led to the advancement in the drafting of teaching lessons, gaining

knowledge and improving classroom interaction with students (Amenyedzi, Lartey, & Dzomeku,

2011). According to Fouts (2002), using computers to administer questions to students are easy

and quicker to mark. He also stressed on the fact that ICT enhances the traditional mode of

teaching and learning which has led to higher tests resulting from some field of studies.

ICT integration into teaching and learning by Cuban, Kirkpatrick, & Peck (2001), was defined as

the utilization of computer technologies in the classroom by teachers, their technological know-

how, and their experience in the use of computer technologies. Other researchers also view

technology integration into instructing and learning in connection with how instructors

manipulate technology to aid in teaching and learning in the classroom (Hennessy, Ruthven, &

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Brindley, 2005). Some scholars also examined ICT integration as instructors utilizing technology

to improve students‘ learning abilities (Lim et al., 2003).

A study conducted by Newhouse (2001) revealed that an ICT integrated classroom meant that

teachers needed to be abreast with technological skills such as how to manipulate computers and

its related devices.

According to Dai & Fan (2012), traditional method of teaching has been with us for a very long

time with little improvement while the evolution of ICT integrated education has brought about

much development to the teaching skills and abilities of instructors which has improved the

quality of education. The same study by Dai & Fan (2012) also found out that the burnout and

stress that results from the traditional mode of teaching and learning has been eliminated by the

use of ICT in education which provides a conducive learning atmosphere for students due to the

diversity of knowledge content expressed by ICT. A similar study conducted by Serbessa (2006)

also emphasized on the need to improve on the traditional ―

chalk and talk‖ approach to meet the

changing trends of the modern generation of students. The study also commented on the

importance of the traditional approach to teaching and learning but stressed on the need to adopt

a technology-driven classroom, smart interactive boards, interdisciplinary learning, collaborative

learning, flipped classroom and a host of others to enhance students‘ participation in the

education process. The use of ICT in education increases the capacity and fields of teaching and

learning since computers can be utilized for large scale and remote instructing which relieves the

pressures associated with the use of crowded classrooms (Dai & Fan, 2012).

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2.5 EFFECTIVE INTEGRATION OF ICT FOR TEACHING AND LEARNING

Several researches have been conducted on the integration of ICT into teaching and learning in

senior high schools in several countries. A research carried out by Kennedy, Judd, Churchward

and Grey, (2008) on two thousand Australian students established that both students and teachers

preferred to use ICTs for general study whiles others preferred to use it for entertainment

purposes like streaming videos and movies and playing games. A further study by Kvavik (2005)

on four thousand, three hundred and seventy-four students revealed that students and teachers

preferred to use the computer for email services, internet surfing and social media applications.

Teachers should just not only acquire knowledge in ICT, they also need to understand how to

incorporate ICT into teaching and learning which will then stimulate and improve on the

subjective abilities, improve learning and furthermore add to the acquisition of skills needed for

a lifelong learning (Tchombe et al., 2008).

In the words of Tomei (2005), ICT integration into teaching and learning is contributing to the

cognitive knowledge of individual subjects and enhancing effective teaching and learning in

various schools.

The major reason for the adoption of ICT into education is to improve teaching and learning as

compared to the traditional way of handling education (Bates 2000; Zhao 2007; Lee et al. 2011).

The integration of ICT into education in second cycle institutions intensifies the quality,

accessibility and efficiency in educational practices (West 1998). Replacing the traditional mode

of teaching and learning with ICT integrated approach involves the usage of different mode of

teaching and learning but with the same instructional goal (Hew & Brush, 2007). According to

Hew & Brush (2007), teachers can now present their poems using the projector and a power

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point application instead of the old method of writing on the board. This task was easily achieved

by the use of technology effectively without modifying the instructional goal of impacting into

the students (Pea, 1985).

An effective approach to the integration of ICT into teaching and learning is to view the whole

process as an interaction between teachers and which technological knowledge needs to be

applied in their classrooms (Breiner, Harkness, Johnson, & Koehler, 2012). To be able to achieve

full integration of ICT into education, Wang and Liang (2009), stressed on the need for

secondary schools to have an ICT plan to achieve its vision. Implementation all the time is the

challenge within the component of the ICT plan. Breiner et al., (2012) argued that for the ICT

plan to be implemented successfully there must be a degree of quality and reliability of its ICT

plan. There is therefore the need for heads of institutions to supervise the progress of ICT

implementation and measure the evaluation results to the ICT plan.

According to Inan & Lowther (2010), integration of ICT into education differs from each schools

therefore there is a need to categorize it into three broad fields; ICT for preparing lessons, ICT

for teaching, and ICT as a tool for learning.

ICT for preparing lessons involves teachers‘ knowledge in the use of ICT tools in the preparation

of classroom exercise. This classroom exercise according to Bebell, Russell, O‘Dwyer, (2004)

involves preparing teaching materials, cooperating with colleagues, students and their folks.

According to Schiller (2002), teachers‘ professional use of technology involves their level of

education, their age, and number of years worked. Personal characteristics can therefore

influence the effective integration of ICT into teaching and learning. According to Masoumi and

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Lindström (2003), teachers‘ knowledge in ICT is a major contributing factor for a successful

integration of ICT in education.

ICT as a tool for teaching to enhance effective integration involves ICT competence which takes

into account the right hardware and software and also having the capacity to deal with an

extensive variety of computer applications for various purposes (van Braak et al., 2004).

According to Barron, Ivers, Lilavois, & Wells (2006), teachers can teach students by using a

projector to present to students which brings about an effective and efficient interaction with

students leading to an effective integration of ICT into teaching and learning.

The third category according to Morrison and Lowther (2010), describes ICT as a tool for

learning as the ability for students to be able to use basic software applications to enhance their

capabilities in the classroom. Applications such as Microsoft word enhance word processing

abilities of students and also the use of web 2.0 tools increases their internet usage abilities

(Brown and Adler 2008).

Educational policymakers in Ghana have welcomed the integration of ICT in teaching and

learning in second cycle institutions as an exceptional approach aimed at impacting on

knowledge production, communication and information sharing among students and teachers in

the various schools.

Buabeng-Andoh (2012) emphasized that the integration of ICT into education has been seen as a

powerful avenue to improve education in Ghana and better prepare students for the information

age. He again stressed on the fact that a successful integration of ICT into education largely

depends on teachers' support and attitude.

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2.6 CHALLENGES OF USING ICT FOR TEACHING AND LEARNING

Despite the use of ICT into educating and learning having several benefits, the system comes

with a myriad of challenges. According to Koehler et al. (2012), the use of ICT for teaching and

learning comes with several challenges and it is further complicated with the introduction of new

technologies each and every day. Several challenges have been identified from review of

previous empirical studies. There would therefore be the need to classify the challenges into four

main categories which are resources, knowledge and skills, institution and subject culture

(Koehler et al., 2012).

Educational policymakers and stakeholders in Ghana are focused on the way students and

teachers integrate ICT into teaching and learning in the various secondary schools and how this

adoption has supported their practices. This notwithstanding, educators have not encouraged the

meaningful use of ICTs by students for learning activities (Becker, Ravitz, & Wong, 1999).

Inadequate resources arise when there is the need for ICT to be integrated into teaching and

learning. Resources may include technology, access to the needed application and support from

technical expert. Inadequate technological resources includes obsolete and insufficient

computers, incompatible hardware and software (Karagiorgi, 2005), leads to little chance for

teachers to include ICT into teaching and students into learning. Integration of ICT into teaching

and learning according to Koehler et al. (2012), goes beyond the availability of technology in the

schools, it includes making the right hardware and software accessible to teachers and students

for use. Insufficient time is also a resource-type challenge in the use of ICT for teaching and

learning. Teachers according to Butzin (2001) need more time to go through web pages and to

identify pictures they need for multimedia assignment they give to students. Inadequate technical

support as a resource as posited by Rogers, Medina, Rivera, & Wiley (2005), has led to teachers

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and student not able to use different technological approaches in integrating ICT into teaching

and learning.

British Educational Communications and Technology Agency (BECTA) (2004), also laid

emphasis on some challenges to the use of ICT for teaching and learning and attributed it not

only to the lack of access to ICTs but rather poor organisation and utilization of availability of

resources. This affirmation was supported by Empirica (2006), who saw lack of access as the

predominant challenge in the utilization of ICT. The use of inappropriate equipment and lack of

infrastructure are among the challenges associated with the integration of ICT into senior high

schools (Gomes, 2005).

Insufficient technological knowledge and skills, unsupported pedagogical knowledge and skills

have been captured as a crucial challenge to the integration and use of ICT for teaching and

learning (Koehler et al., 2012). Inadequate technological know-how is a major reason why

teachers and students are not using ICT (Snoeyink & Ertmer, 2001). In an empirical study

conducted in Scottish schools, Williams, Coles, Wilson, Richardson, & Tuson (2000), identified

that insufficient skills in the use of databases and Microsoft excel was a major factor by some

secondary school teachers and students. A study also conducted in Australia by Newhouse

(2002), emphasized on the inadequate knowledge and skills by teachers and students to

manipulate computers characterized the challenges faced by the use of ICT for teaching and

learning. According to Newhouse (2001), teachers were not excited about the changes and

integration of ICT into teaching and learning practices. In the study of high schools in the United

States of America, Snoeyink and Ertmer (2001), noted that inadequate pedagogical knowledge

was a contributing factor to the challenges associated with the use of ICT for teaching and

learning. In the same study, teachers made sure they acquired basic skills such as connecting to a

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network, surfing through applications, and simple word processing techniques before they

engage in technology-related activities with their students and this they also found to be time

consuming. This was justified by Hughes (2005), who argued that teachers must poses the

requisite technological skills to be able to integrate ICT in teaching.

Institutional challenges can also be associated with the use of ICT by teachers and students and

these may include school authorities and school time table or calendar as posited by Koehler et

al., (2012). Studies have proven that school authorities can impede the integration of ICT into

teaching and learning. Fox and Henri (2005) affirmed to this in their study which highlighted that

most Hong Kong teachers felt their heads in secondary schools did not have knowledge in

technology and its importance to the country's shift to more leaner-centered activities. A time

table which is not flexible can also be a challenge in the use of ICT by teachers and students. In a

research which covered over four thousand teachers in more than one thousand one hundred high

schools in America, students had less than an hour period for subjects they learn in a class

(Somekh, 2008). Such limited time will not allow for the variety of ICT usage by both student

and teachers.

Subject culture in the context of ICT integration alludes to the ''general arrangement of

standardized practices and desires which have grown up around a specific school subject, and

shapes the meaning of that subject as a particular area of study'' (Goodson & Mangan, 1995).

Subjects taught in secondary schools are shaped by their content and subject pedagogy. Teachers

do not have the urge to use ICT to teach subjects which seem incompatible with ICT (Hennessy,

Ruthven, & Brindley, 2005). Selwyn (2004) also emphasized on an art teacher who rejected the

use of computers when painting, arguing that a student will be more inclined with using his

physical hands. The art teacher believed that using a computer mouse makes one's mind and

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hands disjointed. In Africa, Alemneh & Hastings (2006) conducted an empirical study which

suggests the lack of trained teachers who will impact into the intellect of students in secondary

school as the major challenge that is faced with the use of ICT for teaching and learning. The

same study also found out that trained teachers who were well equipped in the use of ICT for

teaching and learning purposes preferred leaving the continent to the western world due to poor

remuneration coupled with inadequate ICT infrastructure.

In Ghana, the use of ICT in education is fraught with several challenges. Mereku, Yidana,

Hordzi, Tete-Mensah, & Williams (2009) found out that out of ten Ghanaian senior high schools

in Ghana which had computer laboratories, the ones accessible to both students and teachers

easily got damaged due to inoperative air-conditioners in the computer laboratories, power

fluctuations, obsolete computers and malware attacks. The study also found out that none of the

computer laboratories in the ten schools were connected to a server and only four computers out

of twenty computers in one of the schools was connected to the internet.

Mereku et al. (2009) maintained that the official curricula designed for the ten schools

emphasized on the need to improve students' proficiency in manipulating ICT but not as a

medium of learning other subjects aside ICT. The Ghana Education Service at then was at the

stage of integrating ICT into teaching and learning but eight years after the study, the situation

has not changed, and ICT is seen as a different entity standing on its own whiles other subjects

being taught are in isolation (Mereku et al., 2009).

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2.7 CONCLUSION

The purpose of education is to aid people to acquire knowledge, develop their skills, contribute

meaningfully to society and enable them tackle the requirements of the future and be beneficial

in tomorrow's world.

In as much as there are several challenges associated to the use of ICT for teaching and learning,

measures must be put in place to mitigate such challenges since averting totally the challenges

faced with the use of ICT in education is not feasible. Teachers and students must know the

importance of ICT integration in education to be able to appreciate it and adapt it for teaching

and learning purposes. An acceptance of the benefits and usefulness of ICT in teaching and

learning will enhance the positive usage of ICT in education in senior high schools in Ghana.

The availability of ICT infrastructure for teaching and learning can either make or unmake the

effective integration of ICT into education possible according to the literature reviewed in this

study.

The Ministry of Education in partnership with the government of Ghana, according to the

literature reviewed should create an enabling environment for non-profitable organizations and

philanthropist to contribute to the provision of ICT infrastructure to deprived and rural schools

within the country since it will be impossible for the government alone to bear all the cost of ICT

integration in all senior high schools across the country.

Inadequate computers, incompatible hardware and software, limited time, lack of technical

support, inadequate qualified teachers, lack of funding, resistance to change, teachers' and

students‘ attitude towards computer use, insufficient computer skills and inadequate training

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opportunities for teachers sum up to hinder the effective integration of ICT into Ghanaian senior

high schools.

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CHAPTER THREE
METHODOLOGY

3.1 INTRODUCTION

The chapter describes the methodology used. It begins with the research design and it is followed

by the selection of cases. The selection of subjects and their distribution are then discussed. Data

collection instrument and data analysis strategies used are also explained.

3.2 RESEARCH DESIGN/STRATEGY

The study adopted the social survey research approach under the quantitative research design.

Creswell (2012), indicated that survey researchers normally select and study a sample from a

population and generalize the outcome from the sample to the population. The strength that

surveys have is that they are useful in describing the characteristics of a large population. This

design has the benefit of measuring current dispositions or practices. It additionally gives data in

a short measure of time, for example, the time required for overseeing the survey and gathering

the data.

No other research method can provide this broad capability, which guarantees a more precise

sample to assemble targeted results to make inferences and settle on essential choices. The

obscurity of surveys enables respondents to reply with more genuine and meaningful answers.

Surveys conducted anonymously provide a channel to a more legit and unambiguous reactions

than different kinds of research philosophies, particularly if it is obviously expressed that survey

answers remained totally classified. However, surveys rely on standardization which is also

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inflexible because they require the initial study design to remain unchanged throughout data

collection (Fraenkel and Wallen, 2006).

3.3 SELECTION OF SUBJECTS

3.3.1 POPULATION
According to Dattalo (2008), a population is a theoretically specified aggregation of elements.

All individuals or objects within a particular populace more often than not have a typical,

confining trademark or innate quality. Population can be defined by age, ethnicity, level of

education, location and religion. The target population for this research was 2180 comprising all

teachers, first and second year students of Nungua Senior High School and Presbyterian Senior

High School, Teshie. The table below describes the breakdown of the units in the population.

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Table 3. 1 Population and Sample

INSTITUTION POPULATION SAMPLE

Teachers Students Total Teachers Students Total

(10%)

Nungua Senior High 73 1082 1155 73 108.2 181.2

School

Presbyterian Senior 65 960 1025 65 102.5 167.5

High School, Teshie.

TOTAL 138 2042 2180 138 204.2 342.2

3.3.2 SAMPLE SIZE

According to Dattalo (2008), sampling is a procedure used to choose components from a

populace. An example is a subset of the populace components that results from a sampling

strategy.

According to Gay and Diehl (1992), the sample size of a population should be 10%. This

assertion was supported by Alreck and Settle (1995), who argued that a sample size of 10%

of the population is adequate enough to achieve certainty in the results. For the purpose of

the study, the researcher selected 10% of the total population to obtain a definite confidence

in the result for students of both schools. Based on this reasoning, 10% of the total population

of 2042, gave us a sample size of 204.2 for students. For teachers of both schools, the

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researcher used the entire population since it is well defined and small. Using the entire

population eliminates any potential bias occurring through sampling technique. This

assertion is justified by Creswell (2012) who argued that it is possible for a researcher to

study the entire population if it is small and well defined. Therefore the sample size for

teachers of both schools was 138 which represent the entire population for teachers. The total

sample size was therefore 342.

3.3.3 SAMPLING TECHNIQUES

There were no sampling techniques for the distribution of questionnaire to teachers since the

whole population was adopted for this study due to the small size.

The researcher adopted the stratified sampling technique for students to achieve the same

proportion of students selected in both schools since there were several classes in both schools.

There were five programmes with each having a class in both schools. Each programme had

students in both form one and form two. The total strata in both schools summed up to twenty.

Therefore 5% of the total sample size for students was drawn out from each class. A simple

random technique was used to draw out the 5% of the total sample size from each stratum.

3.4 DATA COLLECTION INSTRUMENT

3.4.1 QUESTIONNAIRES
Questionnaire was used as data collection instrument for this study due to the number of subjects

involved in the study (See Appendix III and IV). The questionnaire was semi-structured in

nature, comprising both close-ended and open-ended questions allowing the sharing of in-depth

knowledge, views and ideas relating to the study. Questionnaires help to gather responses in a

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standardized way. It is relevant especially when respondents cover a wide geographical area such

that interviewing all respondents is impossible as a result of limited resources. The limitations to

questionnaires however is that returns may be low if they are not responded and delivered to the

researcher. Also, it is not conceivable to clarify any focus in the inquiries that respondents may

misconstrue. This could be mostly answered by piloting the questions on a little gathering of

students or colleagues.

3.4.2 PRE-TESTING
According to Creswell (2012), a group of participants should be selected from the population to

pre-examine the questionnaires designed by the researcher. Pre-testing of questionnaires ensures

that the participants in the sample are equipped for finishing the survey and that they can

comprehend and answer the inquiries. A pilot test of the questionnaires on a few participants can

enable you to choose which questions to add, take out, rephrase or maintain (Creswell, 2012).

For the purpose of this study, a pilot study was carried out using 20 students and 10 teachers

from Labone Senior High School and Presbyterian Senior High School, Osu. The researcher

used the institutions under study due to its proximity and time constraints.

3.4.3 DATA COLLECTION PROCEDURE

The researcher employed both primary and secondary data for the study. Primary data was a

collection of raw data from the field which includes the data collected by the researcher using

questionnaires. Questionnaires were administered by the researcher to students with the help of

course representatives from the various departments in the various campuses (See Appendix III

and IV). The researcher divided the questionnaires according to the number of students drawn

out of the strata and handed it over to the various course representatives to be distributed. They

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filled and submitted the questionnaires that same day. For teachers, the questionnaires were

handed to the headmaster in charge of academics with directives to administer to teachers during

the course of the week and submit when duly filled.

Secondary data included data from previous works, reports, reviews on the study topic from

various literature, articles, newspapers, official publications, thesis and other print and online

sources (Published and unpublished).

3.5 DATA ANALYSIS

The Statistical Package for the Social Sciences (SPSS) was used to analyze data collected from

the respondents for the study. SPSS is an application software used in statistical analysis of data.

The results were presented using figures, tables, graphs, frequencies and percentages of the

responses given by the respondents. According to Healey (1993), SPSS is the most widely used

statistical software in the social sciences, especially for quantitative study.

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CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1 INTRODUCTION

This chapter focuses on the analysis of data collected based on the stated objectives of the study.

Respondent answered questionnaires based on;

 Computer literacy skills

 Perception on the use of ICT for teaching and learning

 Availability of ICT infrastructure

 Awareness of some selected computer applications

 Challenges associated with the use of ICT for teaching and learning

After the instruments have been administered and data have been collected, the next step was to

tabulate the responses and attribute scores to them after which the scores were described in a

summarized form using one or more descriptive statistics (Fraenkel and Wallen, 2000).

In total, 204 questionnaires were distributed to students of both schools based on the strata

adopted for the study and 138 questionnaires to all teachers of both schools. Out of the 204

questionnaires distributed to students of both schools, 198 (97%) were retrieved and found to be

suitable for analysis. Teachers also returned 126 out of the 138 questionnaires administered,

securing the response rate of 91%.

Data analysis using frequencies and percentages was made possible with the help of SPSS

version 21. The researcher interpreted the response from the analyzed data and came with

findings.

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4.2 DEMOGRAPHICS

The main aim of data collection exercise of the study was to collate the general responses of

students and teachers on the use of ICT for teaching and learning in Nungua Senior High School

and Presbyterian Senior High School, Teshie, without any special attempt to balance gender and

age of respondents. As part of data collection, the study tried to identify the demographic make-

up of the respondents.

4.2.1 DISTRIBUTION OF RESPONDENTS

Table 4.1 depicts the number of student and teacher respondents that make up the population for

the study. From the Table below, 50.5% (100) of the student respondents were made up of

students from Nungua Senior High School while 49.5% (98) of them were made up of students

from Presbyterian Senior High School, Teshie. On the other hand, 54.8% (69) of the teacher

respondents were made up of teachers from Nungua Senior High School while 45.2% (57) of

them were made up of teachers from Presbyterian Senior High School, Teshie. It was therefore

concluded that most of the respondents were drawn from Nungua Senior High School.

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Table 4. 1 School of Participants

School Students Teachers Total

Frequency Percentage Frequency Percentage

Nungua SHS 100 50.5 69 54.8 169

Presbyterian SHS, 98 49.5 57 45.2 155

Teshie

Total 198 100 126 100 324

Source: Fieldwork (2018)

4.2.2 GENDER OF RESPONDENTS

With the total of 198 student respondents, 85(42.9%) were males and 113(57.1%) were females.

Out of the 126 responses from teachers, 81(64.3%) were males and 45(35.7%) were females.

This gives an indication that there were more male teachers than females. The respondents for

students also imply that there were more females‘ responses as compared to males.

4.2.3 STUDENT YEAR OF STUDY

97 respondents representing 49% were found to be in Form One and 101 respondents

representing 51% were also found to be in Form Two. This meant that there was a slight

difference in respondents from the various forms even though the researcher's aim was to have

an equal representation of the various forms using the stratified approach of instrumentation.

4.2.4 PROGRAMME OFFERED BY STUDENTS

In the bid to have equal representation of all courses offered in both schools, the various

programmes were divided using a strata and this enabled the researcher to have an equal

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representation amongst the various courses offered in both schools. Table 4.2 below indicates the

various responses about the courses offered by the student respondents.

Table 4. 2 Programmes offered by Students

Programmes Nungua SHS Presbyterian SHS, Teshie

Frequency Percentage Frequency Percentage

General Arts 20 20 20 20.4

Visual Arts 20 20 19 19.4

Home Economics 20 20 20 20.4

Business 20 20 19 19.4

Science 20 20 20 20.4

Total 100 100 98 100

Source: Fieldwork (2018)

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4.2.5 AGE DISTRIBUTION OF TEACHERS

Table 4. 3 Age distribution of Teachers

Age Frequency Percentage

30 years and below 36 28.6

31 – 40 years 34 27

41 – 50 years 42 33.3

51 and above 14 11.1

Total 128 100

Source: Fieldwork (2018)

Table 4.3 gives a description of the age distribution of teachers in both schools. In the Table

above, it is evident that majority of the respondents fell within the age range of ―
41-50 years‖

which is represented by 42(33.3%) out of 126. Teachers who fell within the ranges of ―
50 years

and above‖ were within the minority of respondents which is represented by 14(11.1%) out of

126 respondents. It was therefore concluded that most teachers fell between the ―
41-50 years‖

age ranges.

4.3 COMPUTER KNOWLEDGE

Computer knowledge is a necessity for a successful integration of ICT into teaching and learning

therefore the researcher sought to find out the computer literacy skills of the respondents. When

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teachers and students possess little or no knowledge of ICT, the possibility of integration of ICT

into educational practices is seriously compromised (Boakye & Banini, 2008).

4.3.1 COMPUTER LITERACY

The findings of the study revealed that for Nungua Senior High School, 59(85.5%) teachers were

found to be computer literate while 10(14.5%) were not and in Presbyterian Senior High School,

Teshie, 54(94.7%) teachers agreed to be computer literate while 3(5.3%) stated they were not

computer literate. For students of Nungua Senior High School and Presbyterian Senior High

School, Teshie, 96(96%) and 96(98%) respondents indicated they were computer literate

respectively before enrolling into the school while 4(4%) students from Nungua Senior High

School responded in the negative. 2(2%) students from Presbyterian Senior High School, Teshie

were also found not to be computer literate. This situation depicts a high computer literacy level

of student and teachers of both schools and this is evident in Table 4.4 below.

Table 4. 4 Computer literacy

Computer Students Teachers

literacy
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie

F % F % F % F %

Yes 96 96 96 98 59 85.5 54 94.7

No 4 4 2 2 10 14.5 3 5.3

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

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4.3.2 COMPUTER KNOWLEDGE RATE OF RESPONDENTS

A follow up question sought to find out how the respondents of both schools rated their computer

literacy skills. It was discovered that majority of student respondents from Nungua Senior High

School rated their computer knowledge as 'Good' and this was pegged at 39%(39) of a 100

student respondents. Students respondents from Presbyterian Senior High School, Teshie also

rated their computer knowledge as being 'Good' and this was represented by 45(45.9%) out of 98

respondents. Table 4.5 indicates that 27(39.1%) of teacher respondents in Nungua Senior High

School rated their computer knowledge as being 'Good' and 21(36.8%) of Presbyterian Senior

High School, Teshie, teacher respondents also rated their computer knowledge as being 'Good'.

The respondents within the missing category from the Table were the respondents who

responded ‗No‘ when asked if they were computer literates.

It can therefore be concluded that most respondents in the study rated their computer knowledge

as being 'Good' and this is indicated in Table 4.5.

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Table 4. 5 Computer Knowledge Rate of Respondents

Computer Students Teachers

literacy rate
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie

F % F % F % F %

Basic 17 17 9 9.2 14 20.3 9 15.8

Somehow Good 30 30 24 24.5 10 14.5 15 26.3

Good 39 39 45 45.9 27 39.1 21 36.8

Very Good 10 10 18 18.4 8 11.6 9 15.8

Missing 4 4 2 2 10 14.5 3 5.3

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

4.3.3 ACQUISITION OF ICT SKILLS

On the issue of acquisition of ICT skills by teacher, majority of respondents from Nungua Senior

High School indicated that they acquired their ICT skills from Professional ICT training which is

represented by 35(50.7%) out of 69 respondents and 30(52.6%) out of 57 teachers from

Presbyterian Senior High School, Teshie also indicated that they acquired their ICT skills

through Professional Training. Most respondents who acquired their ICT skills through

Professional Training also indicated that the training was acquired during their years of study in

the various universities they attended.

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4.3.4 ORGANIZATION OF ICT TRAINING PROGRAMMES FOR

TEACHERS
In assessing the computer knowledge skills of teachers in the various schools, the study again

sought to find out if there had been any ICT training organized by the ICT Directorate. Table 4.6

indicates that 59(85.5%) out of 69 teachers drawn from Nungua Senior High School revealed

that there had not been any ICT training organized by the Directorate. In Presbyterian Senior

High School, Teshie, 39(68.4%) out of 57 respondents affirmed that there had not been any ICT

training organized by the ICT Directorate. Teachers who indicated that there had been ICT

training Programmes organized by the ICT Directorate for Teachers in Nungua Senior High

Schools and Presbyterian Senior High School, Teshie represents 10(14.5%) and 18(31.6%)

respectively.

Table 4. 6 Organization of ICT Training Programmes for Teachers

Responses Nungua SHS Presbyterian SHS, Teshie

Frequency Percentage Frequency Percentage

Yes 10 14.5 18 31.6

No 59 85.5 39 68.4

Total 69 100 57 100

Source: Fieldwork (2018)

4.3.5 PARTICIPATION IN TRAINING PROGRAMMES FOR TEACHERS

Out of the 10 teachers that indicated that there had been an organization of ICT Training

Programmes by the ICT Directorate for Teachers in Nungua Senior High Schools, 7(70%)

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revealed that they participated in all modules while 3(30%) indicated that they participated

sometimes in the training programmes. No teacher from Nungua Senior High School absented

him or herself from all the ICT training programs organized. In Presbyterian Senior High School,

Teshie, out of the 18 teachers who indicated that there had been organization of ICT Programmes

by the ICT Directorate 12(66.7%) participated in all the modules organized, 4(22.2%) in some

modules and 2(11.1%) never participated in all the modules organized. It was therefore

concluded that most teachers in both schools who agreed to the organization of ICT training by

the ICT Directorate participated greatly.

4.4 PERCEPTION OF THE USE OF ICT FOR TEACHING AND LEARNING

The second objective of the study was to find out the perception of students and teachers on the

integration of ICT into teaching and learning. Respondents in the schools under study were

therefore asked to reveal their perception based on some selected questions presented under the

objective. Responses are presented in table 4.7 and 4.8.

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4.4.1 PERCEPTION OF TEACHERS

Table 4. 7 Perception of Teachers, Nungua SHS

Perception Nungua SHS – Teachers Total

Strongly Agree Strongly Disagree

agree disagree

F % F % F % F % F & (%)

a. Using ICT to teach is time 4 5.8 13 18.8 11 15.9 41 59.4 69 (100%)

consuming

b. Internet use can improve your 42 60.9 22 31.9 3 4.3 2 2.9 69 (100%)
teaching

c. ICT should be integrated into 41 59.4 23 33.3 3 4.3 2 2.9 69 (100%)

teaching

d. Other teachers have given 7 10.1 16 23.2 10 14.5 36 52.2 69 (100%)

negative comment about using
ICT for teaching

e. I prefer using the internet to 21 30.4 26 37.7 7 10.1 15 21.7 69 (100%)

prepare my lesson than to use the
library or handbook

f. Students give negative feedback 5 7.2 2 2.9 12 17.4 50 72.5 69 (100%)

on ICT supported teaching

g. I teach perfectly well without 17 24.6 35 50.7 9 13 8 11.6 69 (100%)

computers

h. ICT can enhance collaboration 35 50.7 29 42 - - 5 7.2 69 (100%)

among students and teachers

i. It is difficult to integrate ICT 3 4.3 13 18.8 15 21.7 38 55.1 69 (100%)

into my teaching

Source: Fieldwork (2018)

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Table 4. 8 Perception of Teachers, Presbyterian SHS, Teshie

Perception Presbyterian SHS, Teshie – Teachers Total

Strongly Agree Strongly Disagree

agree disagree

F % F % F % F % F & (%)

a. Using ICT to teach is time 6 10.5 6 10.5 15 26.3 30 52.6 57 (100%)

consuming

b. Internet use can improve your 42 73.7 15 26.3 - - - - 57 (100%)

teaching

c. ICT should be integrated into 33 57.9 24 42.1 - - - - 57 (100%)

teaching

d. Other teachers have given 3 5.3 21 36.8 9 15.8 24 42.1 57 (100%)

negative comment about using
ICT for teaching

e. I prefer using the internet to 33 57.9 21 36.8 3 5.3 - - 57 (100%)

prepare my lesson than to use the
library or handbook

f. Students give negative feedback - - 12 21.1 15 26.3 30 52.6 57 (100%)

on ICT supported teaching

g. I teach perfectly well without 12 21.1 36 63.2 6 10.5 3 5.3 57 (100%)

computers

h. ICT can enhance collaboration 18 31.6 33 57.9 6 10.5 - - 57 (100%)

among students and teachers

i. It is difficult to integrate ICT 6 10.5 6 10.5 15 26.3 30 52.6 57 (100%)

into my teaching

Source: Fieldwork (2018)

From the above Tables 4.7 and 4.8, it is evident that a greater number of Teachers from Nungua

SHS 41(59.4%) and Presbyterian SHS, Teshie 30(52.6%) disagreed with the assertion that using

ICT to teach students was time consuming. This assertion indicates that there is no time wastage

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in the use of ICT for teaching. Also, with the perception that internet use can improve teaching,

at Nungua SHS, 42(60.9%) responded "Strongly agreed", 22(31.9%) "Agreed", 3(4.3%)

"Strongly disagreed" and 2(2.9%) "Disagreed". At Presbyterian SHS, Teshie, 42(73.7%)

responded "Strongly agreed" that using the internet can improve teaching. 15(26.3%) also

"Agreed" to this assertion while none of the teacher respondents "Strongly disagreed" or

"Disagreed". This is an indication that teachers in both schools "Strongly agreed" that internet

use can improve their teaching.

With regards to whether ICT should be integrated into teaching, teachers in Nungua SHS and the

Presbyterian SHS, Teshie "Strongly agreed" and pegged their response rate at 59.4%(41) and

57.9%(33) respectively. When asked if other teachers had given negative comments about the

use of ICT for teaching, majority of the teachers from Nungua SHS "Disagreed" and this was

represented by 36(52.2%) out of 69 teachers. This findings was also inconsonance with teachers

of Presbyterian SHS, Teshie who also "Disagreed" that other teachers gave negative comments

about the use of ICT for teaching and this was represented by 42.1% of the total respondents in

that school. From Table 4.7 and 4.8, teachers from Nungua SHS and Presbyterian SHS, Teshie

"Agreed" and "Strongly agreed" respectively, on their preference on the use of the internet to

prepare lessons than to use the library or teachers' lesson manuals. 26(37.7%) teachers of

Nungua SHS "Agreed", while 33(57.9) of Presbyterian SHS, Teshie "Strongly agreed" to the

assertion about the preparation of lessons using the internet.

With responses as to whether students gave negative feedback on ICT supported teaching,

teachers from Nungua SHS "Disagreed" and this was represented by 50(72.5%) out of 69

respondents. With Presbyterian SHS, Teshie also, 30(52.6%) out of 57 "Disagreed" that students

gave negative feedback on ICT supported teaching.

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When asked if they taught perfectly well without computers, 17(24.6%) Nungua SHS teachers

"Strongly agreed", 35(50.7%) "Agreed", 9(13%) "Strongly disagreed" and 8(11.6%)

"Disagreed". With teachers in Presbyterian SHS, Teshie, 12(21.1%) "Strongly agreed",

36(63.2%) "Agreed", 6(10.5%) "Strongly disagreed" and 3(5.3%) "Disagreed" with the assertion

that teachers taught perfectly well without computers. Based on the responses obtained, it can be

deduced that teachers in both schools "Agreed" to the perception that they could teach perfectly

well without the use of computers.

The study again found out that ICT can enhance collaboration among students and teachers and

this was evident in Table 4.7 and 4.8 which indicated that, teachers from Nungua SHS "Strongly

agreed" to this assertion with a response rate of 42%(29) while most teachers from Presbyterian

SHS, Teshie "Agreed" to this assertion with a response rate of 57.9%(33).

With the difficulty of ICT integration into teaching, 38(55.1%) teachers from Nungua SHS

"Disagreed" with the assertion that it is difficult to integrate ICT into teaching and teachers from

Presbyterian SHS, Teshie, also "Disagreed" with the same assertion with a response rate of

52.6% which represents 30 out of 57 teachers.

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4.4.2 PERCEPTION OF STUDENTS

Table 4. 9 Perception of Students, Nungua SHS

Perception Nungua SHS – Students Total

Strongly Agree Strongly Disagree

agree disagree

F % F % F % F % F & (%)

a. Using ICT to learn is time 7 7 9 9 29 29 55 55 100 (100%)

consuming

b. Internet use can improve your 75 75 24 24 1 1 - - 100 (100%)

learning

c. ICT should be integrated into 61 61 36 36 3 3 - - 100 (100%)

learning

d. All my teachers are very 23 23 45 45 7 7 25 25 100 (100%)

competent in using ICT for
teaching

e. I prefer using the internet to do 67 67 25 25 3 3 5 5 100 (100%)

my assignment than to use the
library

f. ICT tends to increase students‘ 56 56 37 37 - - 7 7 100 (100%)

learning motivation

g. ICT can enhance students‘ 66 66 26 26 - - 8 8 100 (100%)

language and writing skills (e.g.
grammar, spelling, punctuation,
etc)

h. ICT can enhance collaboration 52 52 47 47 - - 1 1 100 (100%)

among students and teachers

Source: Fieldwork (2018)

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Table 4. 10 Perception of Students, Presbyterian SHS, Teshie

Perception Presbyterian SHS, Teshie – Students Total

Strongly Agree Strongly Disagree

agree disagree

F % F % F % F % F & (%)

a. Using ICT to learn is time 8 8.2 15 15.3 30 30.6 45 45. 98 (100%)

consuming 9

b. Internet use can improve your 59 60.2 38 38.8 - - 1 1 98 (100%)

learning

c. ICT should be integrated into 60 61.2 34 34.7 - - 4 4.1 98 (100%)

learning

d. All my teachers are very 24 24.5 48 49 4 4.1 22 22. 98 (100%)

competent in using ICT for 4
teaching

e. I prefer using the internet to do 53 54.1 36 36.7 2 2 7 7.1 98 (100%)

my assignment than to use the
library

f. ICT tends to increase students‘ 53 54.1 39 39.8 1 1 5 5.1 98 (100%)

learning motivation

g. ICT can enhance students‘ 66 67.3 32 32.7 - - - - 98 (100%)

language and writing skills (e.g.
grammar, spelling, punctuation,
etc)

h. ICT can enhance collaboration 48 49 49 50 - - 1 1 98 (100%)

among students and teachers

Source: Fieldwork (2018)

From Tables 4.9 and 4.10, it was discovered that a greater number of students from both Nungua

SHS and Presbyterian SHS, Teshie, "Disagreed" that using ICT to learn was time consuming and

this was evident in their response rates of 55(55%) out of 100 respondents and 45(45.9%) out of

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98 respondents. This is an indication that students in both schools ―

disagreed‖ that using ICT to

learn was time consuming. When asked if the internet could improve their learning, 75(75%)

students of Nungua SHS "Strongly agreed", 24(24%) "Agreed", and 1(1%) "Disagreed" to this

assertion. With Presbyterian SHS, Teshie, 59(60.2%) "Strongly agreed", 38(38.8%) "Agreed"

and 1(1%) "Disagreed" to the notion that internet use could improve learning. The conclusion

that can be drown out is that majority of the students in both schools strongly agree that the use

of the internet can improve their learning.

For Nungua SHS, 61(61%) out of 100 students and 60(61.2%) Presbyterian SHS, Teshie students

"Strongly agreed" that ICT should be integrated into learning. From Table 4.9 and 4.10, there is a

clear indication that almost all the students in both schools either "Strongly agreed" or "Agreed"

to the integration of ICT into learning. On the competence of teachers in both schools, students

"Agreed" that their teachers were very competent in using ICT for teaching. This is represented

by 45(45%) out of 100 respondents for Nungua SHS students and 48(49%) out 98 respondents

for Presbyterian SHS, Teshie students. Again for Nungua SHS, 67(67%) out of 100 students and

53(54.1%) Presbyterian SHS, Teshie students "Strongly agreed" that they preferred using the

internet to do their assignment rather than use the library for information.

In connection with students' learning motivation, 56(56%) of Nungua SHS students "Strongly

agreed" that the use of ICT increases their learning motivation while 66(67.3%) students from

Presbyterian SHS, Teshie "Strongly agreed" that the use of ICT increases their learning

motivation. It can therefore be deduced that ICT as a matter of fact can increase students'

motivation and encourage them to learn more. A greater number of students from both schools

"Strongly agreed" that ICT can enhance students' language and writing skills. From Table 4.9, it

can be seen that, 66(66%) out of 100 Nungua SHS students "Strongly agreed" to the assertion,

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47(47%) "Agreed", and 8(8%) "Disagreed". None of the student in Nungua SHS "Strongly

disagreed". With regards to Presbyterian SHS, Teshie students, 66(67.3%) out of 98 respondents

"Strongly agreed'" and 32(32.7%) "Agreed". None of the students from Presbyterian SHS, Teshie

"Disagreed" or "Strongly Disagreed". From the above analysis, it can be concluded that majority

of students in both schools agreed that ICT can enhance their language and writing skills.

Interacting with teachers from home using emails and social applications by students was found

to enhance collaboration among students and teachers. The response indicates that most students

either "Strongly agreed" or "Agreed" to the assertion that ICT can enhance collaborations

amongst their peers and their teachers as well. From the Table 4.9, students from Nungua SHS

gave the following responses; 52(52%) "Strongly agreed", 47(47%) "Agreed", and 1(1%)

"Disagreed". For Presbyterian Senior High School, Teshie, 48(49%) "Strongly agreed", 49(50%)

"Agreed", and 1(1%) "Disagreed".

From the responses represented by the figures in Tables 4.9 and 4.10, it is evident that teachers

and students of both schools have a positive perception about the use of ICT for teaching and

learning.

4.5 AWARENESS AND USAGE OF SOME SELECTED COMPUTER

APPLICATIONS

This section tried to ascertain the awareness of both student and teacher respondents of the

schools under the study and how often the respondents used some computer applications that

have been selected under the study.

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4.5.1 COMPUTER PROGRAMMES OFTEN USED BY TEACHERS

Table 4.11 indicates some selected computer programmes often used by teachers of Nungua SHS

and Presbyterian SHS, Teshie. From the Table, the researcher discovered that teachers from both

schools mostly used Microsoft Word as compared to the other computer programmes. From table

4.11, 53(76.8%) teachers from Nungua SHS and 48(84.2%) from Presbyterian SHS, Teshie often

use Microsoft Word. With Microsoft Excel, 31(44.9%) respondents from Nungua SHS often

used it while in Presbyterian SHS, Teshie, 30(52.6%) respondents also often used the

application. Also, with Microsoft PowerPoint, 25(36.2%) teachers from Nungua SHS and

33(57.9%) from Presbyterian SHS, Teshie often used the application.

Again the number of respondents in both schools that often used Search Engines was high. From

table 4.11, 41(59.4%) respondents from Nungua SHS and 39(68.4%) from Presbyterian SHS,

Teshie often used Search Engines. The researcher also found out that a few respondents from the

two schools often used Microsoft Access. Table 4.11 also found out that, 2(2.9%) respondents

from Nungua SHS often used it while in Presbyterian SHS, Teshie, 15(26.3%) respondents often

used the application, an indication that Microsoft Access is not an application used mostly by the

teachers of both schools.

The researcher noticed that from Table 4.11, teachers from both schools often used Microsoft

Word and search engines as compared to the other applications and with Microsoft Access, just a

few respondents responded in the affirmative.

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Table 4. 11 Computer Programmes often used by Teachers

Programmes often used – Teachers

Programmes Nungua SHS Presbyterian SHS, Teshie

Yes % No % Total Yes % No % Total

MsWord 53 76.8 16 23.2 69(100%) 48 84.2 9 15.8 57(100%)

MsExcel 31 44.4 38 55.6 69(100%) 30 52.6 27 47.4 57(100%)

MsPowerPoint 25 36.2 44 63.8 69(100%) 33 57.9 24 42.1 57(100%)

MsAccess 2 2.9 67 97.1 69(100%) 15 26.3 42 73.7 57(100%)

Search 41 59.4 28 40.6 69(100%) 39 68.4 18 31.6 57(100%)

Engines

(Google,

Ask.com,

Yahoo)

Source: Fieldwork (2018)

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4.5.2 COMPUTER PROGRAMMES OFTEN USED BY STUDENTS

Table 4. 12 Computer Programmes often used by Students

Programmes often used – Students

Programmes Nungua SHS Presbyterian SHS, Teshie

Yes % No % Total Yes % No % Total

MsWord 83 83 17 17 100(100%) 90 97.8 8 8.2 98(100%)

MsExcel 76 76 24 24 100(100%) 74 75.5 24 24.5 98(100%)

MsPowerPoint 30 30 70 70 100(100%) 29 29.6 69 70.4 98(100%)

MsAccess 22 22 78 78 100(100%) 37 37.8 61 62.2 98(100%)

Search 86 86 14 14 100(100%) 87 88.8 11 11.2 98(100%)

Engines

(Google,

Ask.com,

Yahoo)

Source: Fieldwork (2018)

From Table 4.12, the researcher observed that students of Nungua SHS and Presbyterian SHS,

Teshie mostly used Microsoft Word and Search Engines as compared to the other applications.

In Nungua SHS, 83(83%) and 86(86%) respondents often used Microsoft Word and Search

Engines respectively while 90(91.8%) and 87(88.8%) students from Presbyterian SHS, Teshie

also often used Microsoft Word and Search Engines respectively. There was therefore a clear

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indication that students in both schools often used Microsoft Word and Search Engines often as

compared to other applications and programmes.

4.5.3 LEVEL OF FAMILIARITY OF SOME SELECTED COMPUTER

APPLICATIONS AND PROGRAMMES
Table 4. 13 Level of familiarity

Nungua SHS – Teachers

Programmes often used

Programme Excellent Good Average Poor Very Poor Total

F % F % F % F % F %

MsWord 18 26.1 23 33.3 12 17.4 5 7.2 11 15.9 69(100%)

MsExcel 2 2.9 25 36.2 20 29 11 15.9 11 15.9 69(100%)

MsPowerPoint 6 8.7 16 23.2 18 26.1 12 17.4 17 24.6 69(100%)

Search 12 17.4 31 44.9 8 11.6 2 2.9 16 23.2 69(100%)

Engines

(Google,

Ask.com,

Yahoo)

MsAccess - - 20 29 10 14.5 15 21.7 24 34.8 69(100%)

Source: Fieldwork (2018)

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Table 4. 14 Level of familiarity

Programme Presbyterian SHS, Teshie – Teachers

Programmes often used

Excellent Good Average Poor Very Total

Poor

F % F % F % F % F %

MsWord 21 36.8 27 47.4 6 10.5 3 5.3 - - 57(100%)

MsExcel 9 15.8 24 42.1 18 31.6 6 10.5 - - 57(100%)

MsPowerPoint 18 31.6 12 21.1 18 31.6 9 15.8 - - 57(100%)

Search 33 57.9 18 31.6 3 5.3 3 5.3 - - 57(100%)

Engines

(Google,

Ask.com,

Yahoo)

MsAccess 6 10.5 12 21.1 21 36.8 18 31.6 - - 57(100%)

Source: Fieldwork (2018)

Tables 4.13 and 4.14 indicates that 18(26.1%) and 23(33.3%) teacher respondents of Nungua

SHS were "Excellent" and "Good" respectively in the use of Microsoft Word application and at

Presbyterian SHS, Teshie, 21(36.8%) and 27(47.4%) teacher respondents were "Excellent" and

"Good" respectively in the use of Microsoft Word application. These therefore depict that

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teachers in both schools were proficient in using Microsoft Word. Again, 12(17.4%) and

31(44.9%) teachers of Nungua SHS were "Excellent" and "Good" respectively in the use of

Search Engines while at Presbyterian SHS, Teshie, 33(57.9%) and 18(31.6%) teacher

respondents were "Excellent" and "Good" respectively in the use Search Engines. This indicates

that teachers from both schools were either ―

Excellent‖ or "Good" as compared to the other

applications and programmes.

Table 4. 15 Level of familiarity

Programme Nungua SHS – Students

Programmes often used

Excellent Good Average Poor Very Total

Poor

F % F % F % F % F %

MsWord 39 39 39 39 17 17 1 1 4 4 100(100%)

MsExcel 20 20 54 54 18 18 4 4 4 4 100(100%)

MsPowerPoint 10 10 36 36 31 31 14 14 9 9 100(100%)

Search 64 64 27 27 5 5 - - 4 4 100(100%)
Engines
(Google,
Ask.com,
Yahoo)

MsAccess 7 7 32 32 35 35 18 18 8 8 100(100%)

Source: Fieldwork (2018)

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Table 4. 16 Level of familiarity

Programme Presbyterian SHS, Teshie – Students

Programmes often used

Excellent Good Average Poor Very Poor Total

F % F % F % F % F %

MsWord 33 33.7 43 43.9 19 19.4 1 1 2 2 98(100%)

MsExcel 23 21.4 46 46.9 26 26.5 3 3.1 2 2 96(100%)

MsPowerPoint 6 6.1 30 30.6 44 44.9 14 14.3 4 4.1 98(100%)

Search 62 63.3 21 21.4 11 11.2 2 2 2 2 98(100%)

Engines
(Google,
Ask.com,
Yahoo)

MsAccess 9 9.2 22 22.4 28 28.6 28 28.6 11 11.2 98(100%)

Source: Fieldwork (2018)

In the same vein, students from Nungua SHS and Presbyterian SHS, Teshie were more familiar

using Microsoft Word, Microsoft PowerPoint and Search Engines as compared to Microsoft

Access and Microsoft Excel and this is evident in Table 4.15 and 4.16 An indication from Table

4.15 and 4.16, proved that 39(39%) out of 100 students and 39(39%) Students from Nungua SHS

were "Excellent" and "Good" in the use of Microsoft Word respectively. At Presbyterian SHS,

Teshie, the situation was not different. From table 4.16, 33(33.7%) out of 98 students were

"Excellent" while 43(43.9%) were "Good" in the use of Microsoft Word. Also, majority of the

students from both schools were familiar with the use of Search Engines and this was

represented by 64(64%) of the student respondents who chose "Excellent" while 27(27%) chose

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"Good" and 63(63.3%) chose "Excellent" while 21(21.4%) chose "Good" for Nungua SHS and

Presbyterian SHS, Teshie respectively.

4.6 AVAILABILITY OF ICT FACILITIES

The first objective of the study sought to inquire whether ICT facilities were at the disposal of

students and teachers of both schools under the study. Under this section, the researcher also

sought to find out if there were computer laboratories in the schools under the study.

4.6.1 POSSESSION OF A PERSONAL COMPUTER

In the study, the researcher sought to find out if respondents in the various schools owned a

computers since personal ownership can enhance the effective integration of ICT into teaching

and learning. In Nungua SHS, 50(72.5%) of the teacher respondents said "Yes" when asked if

they owned a computer while 43(43%) of the students also said "Yes". This meant that majority

of the teachers in Nungua SHS had computers for personal use while the students fell in the

minority category. Also at Presbyterian SHS, Teshie, the situation was no different. 54(94.7%) of

the teacher respondents said "Yes" when asked if they owned a computer while 35(35.7%) of the

students also said "Yes". It can be assumed that students are not working to earn an income

hence their inability of purchase or own computers.

4.6.2 AVAILABILITY OF ICT LABORATORY

To be able to use ICT for teaching and learning purposes, there is a need for the establishing of

ICT laboratory to enhance the integration of ICT into teaching and learning. The researcher

further probed if both schools had ICT laboratories. All teacher respondents in both schools said

"Yes" when asked if their schools had ICT laboratories. With student respondents, 100(100%) in

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Nungua SHS affirmed the availability of an ICT lab while in Presbyterian SHS, Teshie, 97(99%)

affirmed to the availability of an ICT lab. This is indicated in Table 4.17 below. It was therefore

concluded that both schools had an ICT laboratory.

Table 4. 17 Availability of ICT Laboratory

Availability Students Teachers

of
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie
Computer
F % F % F % F %
laboratory

Yes 100 100 97 99 69 100 57 100

No 100 100 1 1 - - - -

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

4.6.3 PURPOSE OF ICT LABORATORY

The researcher observed that majority of the respondents in both schools indicated that the ICT

laboratory was meant to teach ICT related subjects. At Nungua SHS, 60(87%) teachers and

96(96%) students disclosed that the ICT laboratory was meant to teach ICT subjects. 51(51%) of

the students also added that the ICT laboratory enabled them to browse and do their research. At

the Presbyterian SHS, Teshie, the situation was the same. 54(94.7%) teachers and 88(89.8%)

students also indicated that the ICT laboratory was meant to teach ICT subjects. Again,

60(61.2%) of the students added that the ICT laboratory enabled them to browse and do their

research.

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4.6.4 AVAILABILITY AND ACCESS TO THE INTERNET

When respondents of both schools were asked if the computers in the laboratory were connected

to the internet, 60(87%) of the teachers from Nungua SHS responded positively, while 74(74%)

of the students also affirmed the availability of internet connected to the computers. At

Presbyterian SHS, Teshie also, 45(78.9%) of the teacher respondents confirmed to the

availability of internet connectivity and this was supported by 93(94.9%) students.

On the issue of access to the internet, majority of the respondents stated that they did have access

"Sometimes". In Nungua SHS, 36(52.2%) of the teachers and 44(44%) of the students affirmed

that they "Sometimes" had access to the internet. In Presbyterian SHS, Teshie, 28(49.1%) of the

teachers and 44(44.9%) of the students also affirmed to the assertion made by their teachers that

they "Sometimes" had access to the internet. This meant that the flow of internet was not

constant in both schools.

4.6.5 AVAILABILITY OF ENOUGH COMPUTERS FOR TEACHERS AND

STUDENTS
Table 4. 18 Availability of Enough Computers for teachers and students

Availability Students Teachers

of enough
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie
computers
F % F % F % F %

Yes 30 30 53 54.1 13 18.8 33 59.9

No 70 70 45 45.9 56 81.2 24 40.1

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

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With the availability of a computer laboratory, the researcher again sought to find out if there

were enough computers to serve both teachers and students. From Table 4.18 above, teachers

from Nungua SHS indicated that there were not enough computers for them to use. 56(81.2%) of

the teachers indicated that there were not enough computers available to them. This was quite

different from teacher respondents from Presbyterian SHS, Teshie. Out of 57 teachers,

33(57.9%) confirmed that there were enough computers for teachers to use. On the part of

students, 70(70%) from Nungua SHS again indicated that there were not enough computers

available to them while at Presbyterian SHS, Teshie, 43(54.1%) of the students said there were

enough computers for them to use. From Table 4.1, it was observed that there were not enough

computers in Nungua SHS as compared to Presbyterian SHS, Teshie.

4.6.6 ACCESS TO THE COMPUTER LABORATORY BY STUDENTS AND

TEACHERS
For ICT integration into teaching and learning to be successful, access to computer laboratories

in the various Senior High Schools in Ghana is very paramount. Critically examining the various

responses, there was a clear indication that a high percentage of students from the Nungua SHS

and Presbyterian SHS, Teshie had access to the computer laboratory only when they had ICT

lessons. This is represented by 93(93%) students out of 100 from Nungua SHS and 93(94.9%)

out of 98 students from Presbyterian SHS, Teshie. The responses also demonstrate that

55(79.7%) of teachers from Nungua SHS had access to the computer laboratory during break

times which was also affirmed by teachers from Presbyterian SHS, Teshie and this was indicated

by 35(61.4%) out of 57 teacher respondents. It can therefore be concluded that students from

both schools had access to the computer laboratory during ICT lessons while their teachers had

access during lunch break.

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4.6.7 SYSTEM MAINTENANCE

Table 4. 19 System Maintenance

System Students Teachers

Maintenance
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie

F % F % F % F %

Yes 25 25 30 30.6 18 26.1 17 29.8

No 18 18 22 22.4 12 17.4 3 5.3

Not Aware 57 57 46 46.9 39 56.5 37 64.9

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

For every ICT integrated environment, the need for a constant and smooth operation of computer

systems and their related technologies is predominant. For this to be ensured, there is the need

for constant systems maintenance and this cannot be overlooked. The researcher sought to find

out if Nungua SHS and Presbyterian SHS conducted regular system maintenance to ensure a

constant and smooth running of the computers and other related technologies. From Table 4.19,

the researcher observed that majority of both teacher and student respondents responded that

they were not aware if there were any systems maintenance or not. From the Table above,

39(56.5%) and 37(64.9%) of teachers from Nungua SHS and Presbyterian SHS, Teshie

respectively indicated that they were not aware if there were any systems maintenance or not.

The situation was the same when students were inquired about system maintenance. With

students from Nungua SHS, 57(57%) out of 100 mentioned that they unaware of any

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maintenance and their counterparts students from Presbyterian SHS, Teshie also affirmed with a

representation of 46(46.9%) out of 98 student respondents.

4.6.8 ICT FOR TEACHING AND LEARNING PURPOSES

The researcher again embarked upon the study to find out the extent to which teachers and

students in the two Senior High Schools incorporate ICT into their teaching and learning.

Respondents were asked questions relating to their use of ICT for teaching and learning. The

researcher asked respondents if they used ICT for teaching and learning purposes and how often

they used it.

From Table 4.20, majority of teacher respondents from both schools responded in the negative

when asked if they used ICT for teaching purposes. From the Table, 42(60.9%) of the teachers

from Nungua SHS said "No" while in Presbyterian SHS, Teshie, 30(52.6%) also supported the

answers given. Again, when students of both schools were asked questions on the use of ICT for

teaching, 91(91%) students from Nungua SHS affirmed the use of ICT for teaching and this was

also confirmed by students at Presbyterian SHS, Teshie where 91(92.9%) of them agreed to the

use of ICT for learning.

It can therefore be concluded that most teachers in both schools did not use ICT for teaching

purposes whiles the students in same schools did.

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Table 4. 20 ICT for Teaching and Learning Purposes

ICT for Students Teachers

teaching and
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie
learning
F % F % F % F %

Yes 91 91 91 92.9 27 39.1 27 47.4

No 9 9 7 7.1 42 60.9 30 52.6

Total 100 100 98 100 69 100 57 100

Source: Fieldwork (2018)

4.6.9 FREQUENCY OF ICT USE FOR TEACHING AND LEARNING

Varied responses were given by the various respondents from both schools about the frequency

of the use of ICT for teaching and learning. From Table 4.20, there is a clear indication that

majority of the teachers from both schools did not use ICT for teaching hence their choice of

responding affected the frequency of the use of ICT for teaching and learning. From Table 4.21,

there was a clear indication that most of the teachers who used ICT for teaching purposes in both

schools used ICT for teaching "a few times in the term". This was represented by 12(44.4%) out

of 27 teachers in both schools who responded that they used ICT for teaching, the same

representation for both schools. The responses for students in both schools were different as

compared to their teachers. From Table 4.21, majority of students who used ICT for learning

purposes from Nungua SHS disclosed that they used ICT "Everyday" when asked how often they

used the computer or ICT for learning purposes. From Table 4.21, 24(26.4%) out of 91 students

who used ICT for learning purposes revealed that they used ICT everyday while 23(25.3%) of

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them used ICT only for their assignments. The situation was quite opposite when the researcher

inquired from students in Presbyterian SHS, Teshie. From Table 4.20, 31(34.1%) out of 91

students disclosed that they used ICT only for assignment purposes while 29(31.9%) of them

used computers every day.

It is therefore a clear indication that students used computers and their related technologies when

they have been given assignments and assignments in most Senior High Schools are on daily

basis.

Table 4. 21 Frequency of ICT use for teaching and learning

ICT for Students Teachers

teaching or
Nungua SHS PSHS, Teshie Nungua SHS PSHS, Teshie
learning
F % F % F % F %

Everyday 24 26.4 29 31.9 5 18.5 9 33.3

Once a week 18 19.8 26 28.6 7 25.9 - -

Once a month 4 4.4 1 1.1 2 7.4 - -

A few times in 22 24.2 4 4.4 12 44.4 12 44.4

the term

Only for 23 25.3 31 34.1 1 3.7 6 22.2

assignments

Total 91 100 91 100 27 100 27 100

Source: Fieldwork (2018)

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4.6.10 SCHOOL ASSIGNMENTS INVOLVING THE USE OF ICT

The researcher further sought to find out if teachers of both schools gave out assignments to

students which involved the use of ICT. From the responses, 62.3%(43) and 73.7%(42) of

teachers from Nungua SHS and Presbyterian SHS respectively said "Yes" when asked if they

gave out assignments to their students which involved the use of ICT.

In order to also know the extent of ICT usage in learning, the researcher again inquired from

student respondents if their school assignments involved the use of ICT. In Nungua SHS,

74%(74) of the students confirmed the involvement of ICT in their school assignments while

84.7%(83) of students from Presbyterian SHS, Teshie also agreed that their assignments

involved the use of ICT.

4.6.11 INTERNET TO ACCESS INFORMATION IN RELATION OF SUBJECT

TAUGHT OR STUDIED
For an effective integration of ICT into teaching and learning, there is the need for both teachers

and students to use the internet to access information related to their areas of teaching and

learning. Apart from school assignments involving the use of ICT, the study sought to find out

whether teachers and students used the internet to access information that related to the subjects

they taught and studied respectively. The findings from the research indicated that majority of

teachers from both Senior High Schools "Sometimes" used the internet to access information in

their related fields of teaching. In Nungua SHS, 47(68.1%) of the teachers indicated that they

"Sometimes" used the internet to access information concerning the subjects they taught while in

Presbyterian SHS, Teshie, 39(68.4%) of the teachers affirmed to the claims made by their

teaching counterparts in Nungua SHS.

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This assertion was no different from students from both schools under study. In Nungua SHS,

63(63%) students affirmed that they "Sometimes" used the internet to access information relating

to their subject of study while 58(59.2%) students of Presbyterian SHS, Teshie also indicated so.

4.7 CHALLENGES RELATED WITH THE USE OF ICT FOR TEACHING

AND LEARNING

As stated in the fifth objective of the study, the researcher sought to find out the challenges that

students and teachers of Nungua SHS and Presbyterian SHS, Teshie faced in their bid to use ICT

for teaching and learning.

4.7.1 PROBLEMS RELATED WITH THE USE OF ICT

Commenting on the problems related to the use of ICT for teaching and learning, most of the

students and teachers of Nungua SHS and Presbyterian SHS, Teshie cited "System breakdown"

as the challenges they faced with the use of ICT for teaching and learning. This is represented by

77(77%) out of 100 students and 44(63.8%) out of 69 teachers drawn from Nungua Senior High

School while in Presbyterian Senior High School, Teshie, 82(83.7%) out of 98 students and

48(84.2%) out of 57 teachers affirmed the assertion that their major challenge with the use of

ICT for teaching and learning was system breakdown. Teacher and student respondents of both

schools also indicated that lack of maintenance of the ICT‘s was another challenge related with

the use of ICT for teaching and learning. The researcher therefore concluded that system

breakdown which was a major factor associated with the use of ICT was as a result of lack of

regular system maintenance.

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4.8 COMMENTS AND SUGGESTIONS

The researcher as part of the study sought to get the views of teacher and student respondents on

the use of ICT for teaching and learning. Due to this, respondents were asked to give comments

and suggestions on the use of ICT for teaching and learning. From the perspective of teachers of

both schools, there was a clear indication that ICT training programmes were focused on

teachers who taught ICT as a subject hence other subject teachers did not get the opportunity to

be trained. They suggested that ICT trainings organized by the school or the Education

Directorate should be open to all teachers. Also with student respondents of both schools, they

suggested that the time allocated for the use of ICT facilities was not enough hence the need for

the authorities of both schools to extend the period or hours of students‘ engagement with ICT.

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CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

The chapter presents a summary of the major findings of the study in line with the objectives

stated in the study. It also includes the conclusion and recommendations based on the discovery

of the study to address the deficiencies identified in the use of ICT in teaching and learning in

senior high schools in Ghana.

5.2 SUMMARY OF FINDINGS

The study focused on the utilization of ICT in teaching and learning in senior high schools in

Ghana in order to determine whether Information and Communication Technologies are being

used in the educational process in the schools under study. The summary of the findings have

been presented according to the themes in the questionnaires which covered the objectives of the

study.

5.2.1 COMPUTER KNOWLEDGE

The study discovered that majority of the teachers and students from the two schools under study

were computer literate. The study also established that both students and teachers rated their

computer knowledge as being "Good". The study further revealed that teacher respondents

acquired their ICT skills through professional training while adding that their training took place

during their period of training to become professional teachers. Furthermore, majority of the

teacher respondents added that there had not been any ICT training organized by the Directorate

of Education to either enable them be abreast with the changing demands that come with ICT

integration into education.

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5.2.2 PERCEPTION OF TEACHERS AND STUDENTS ON THE USE OF ICT

FOR TEACHING AND LEARNING
The findings of the study affirmed that both teachers and students of Nungua senior high school

and Presbyterian senior high school, Teshie, demonstrated positive perceptions about the use of

ICT for teaching and learning. Teachers in both schools also disclosed that using technology-

based teaching improves their pedagogical skills even though they practiced more of the

traditional approach of teaching than the use of ICT. The study again discovered that majority of

the students from the two schools under study preferred using ICT for learning and added that it

enhances collaboration with their mates.

5.2.3 AWARENESS AND USAGE OF SOME SELECTED COMPUTER

APPLICATIONS AND PROGRAMMES
The researcher found out that majority of the teachers in both schools often used Microsoft Word

which is a word processing application as well as Search engines. With these two applications,

majority of the teacher respondents were either excellent or good in the use of the application.

Majority of the students on the other hand often used Search engines, Microsoft Word and

Microsoft Excel applications. They also rated their knowledge in usage as excellent and good.

The other applications stated under the study such as Microsoft Excel, Microsoft Power Point

and Microsoft Access were found to be known but not used and their knowledge in usage was

average, poor or very poor.

5.2.4 AVAILABILITY OF ICT FACILITIES

For teachers and students to be able to use ICT in education, there is the need to make the

facilities and resources that accommodate technology-based teaching and learning available. The

study revealed that most of the teachers owned personal computers while majority of their

students did not own personal computers. The findings also revealed that both schools under

study had computer laboratories. The findings in this section also indicated that the purpose of

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the computer laboratories in both schools was for teaching Information and Communication

Technology as a subject and not as an aid or tool to assist other subject teachers to teach their

subjects. The study again found out that both schools under study had their computers in the

laboratory connected to the internet but did not always have access to internet connectivity. The

respondents in the study indicated that access to internet services was not always available to

them.

The study again revealed that in Nungua senior high school, there were not enough computers

for both teachers and students to use and on the other hand, that could not be said about the

respondents from Presbyterian senior high school, Teshie. From the respondents, there was a

clear indication that Presbyterian senior high school, Teshie had enough computers for both

teachers and students to use for teaching and learning. The study also demonstrated that most of

the student respondents in both schools had access to the computer laboratories in their

respective schools during ICT lessons. Teacher respondents on the other hand had access to the

computer laboratories during lunch breaks.

It can therefore be concluded from the findings that there are not enough computers in the

computer laboratories for teachers and students to use in Nungua senior high school while in

Presbyterian senior high school, Teshie, the situation was different. In providing maintenance of

computers and their related technologies, majority of the respondents in both schools indicated

that they were unaware if the school provided frequent system maintenance or not.

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5.2.5 ICT FOR TEACHING AND LEARNING

The study again revealed that most of the student respondents from both schools indicated that

they used ICTs and its related technology for their learning. Majority of them also stressed that

they used ICTs everyday while others indicated that they used ICT only when they had been

given assignments to complete from school. In the case of teachers from both schools, majority

of the respondents revealed that they did not use ICT for their teaching activities. The minority

who used ICT for teaching activities also revealed that they often used ICT for their teaching

activities a few times in the term. There is therefore a clear indication that most student

respondents from the study used ICT for learning activities while their teachers did not.

The findings of the study again revealed that majority of the educators in both schools gave out

assignments that involved the use of ICT to students. Student respondents also affirmed that their

assignments involved the use of ICT and therefore used ICTs to complete them. With the

utilization of the internet to access information relating to the subject being taught and studied,

both teacher and student respondents from the schools under study indicated that they sometimes

used the internet to access information concerning their subject areas.

5.2.6 CHALLENGES RELATED WITH THE USE OF ICT FOR TEACHING

AND LEARNING.
The findings of the study revealed that both student and teacher respondents faced some

challenges when using ICT for teaching and learning. Both respondents of the two schools

disclosed that power fluctuations, virus attacks, system breakdown, lack of system maintenance,

obsolete computers among others were the challenges they faced when using ICT for teaching

and learning. Furthermore, most of the respondents pointed out that system breakdown which

was as a result of lack of maintenance was the major challenge faced with the use of ICTs in

education. Some student respondents also indicated that they had access to the computers during

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ICT lessons but their challenge was with access to internet facilities. Internet access could not be

guaranteed as indicated by some students in both schools. Some respondents from Presbyterian

senior high school, Teshie, also indicated that the main reason for the systems breakdown was as

a result of the sea breeze since the school is located close to the sea.

Notwithstanding all these challenges, both schools under the study were still eager to integrate

ICT into their teaching and learning hence the need to focus on the needs of the various schools

to enable adequate solutions to address those challenges.

5.3 CONCLUSION

To conclude the study, there is the need to integrate ICT into the educational process in various

senior high schools in Ghana especially, Nungua senior high school and Presbyterian senior high

school, Teshie, since the integration has the potential of improving the teaching and academic

performance of teachers and students respectively. The use of ICT for teaching and learning in

senior high schools in Ghana is a key step to promoting innovations which has the potential of

revolutionizing the quality of subject teaching and learning. The absence of a coherent ICT

educational policy however is a major blockage to the smooth integration of ICT into teaching

and learning. Amenyo (2003) cautions that any endeavor to present a well-meaning ICT policy

in an indiscriminate and context-independent way would not help in managing it. The current

trends in the various senior high schools indicate that, the current educational system is not well

equipped to keep up with the ICT revolution that is ongoing.

Majority of the teachers and students from both schools did have sufficient knowledge and skills

ICT to integrate ICT into teaching and learning. The lack of adequate ICT infrastructure,
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obsolete computers, system breakdown and a host of other problems were found to be a

hindrance associated with the use of ICT for teaching and learning. Teacher and student

respondents of both schools had a positive perception towards the use of ICT for teaching and

learning, however, though many teachers in both schools were computer literate, ICT integration

was low. This demonstrats that, with the requisite skills, training and motivation as well as

available infrastructure, teachers will not hesitate to integrate ICT into their teaching which will

then be inculcated into the students as well.

5.4 RECOMMENDATIONS

For Nungua senior high school and Presbyterian senior high school, Teshie to effectively utilize

ICT to revolutionize the educational process as this study proposes, there will be the need to

make a number of recommendations that will improve the use of ICT in teaching and learning in

senior high schools. The following recommendations were therefore made for the smooth

implementation of ICT into teaching and learning.

5.4.1 PROVISION OF ICT FACILITIES AND SUPPORT SERVICES

For the effective integration of ICT into teaching and learning, there is the need to have

functional gadgets and ICT related equipment to enable smooth operation and integration. The

major problem that hinders the effective integration of ICT into teaching and learning is the

unavailability of ICT infrastructure (Sutherland et al., 2004). There is therefore the need for

various Heads of senior high schools to have the required infrastructure and their relevant

technologies that support ICT integrated teaching and learning. The provision of enough

computers, projectors, functional air-conditioning systems and other related technologies will

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enable teachers and students effectively use ICT for teaching and learning. Head teachers of the

two institutions under the study can appeal to the old students to financially assist the schools so

as to make provisions for more computers and their related accessories and also replace obsolete

ones. Sutherland, Armstrong, Barnes, Brawn, Breeze, Gall, &Wishart (2004), again noted that

the lack requisite skills deter teachers and students from use ICT resources therefore there is the

need to have teaching support staffs made available to help teachers whose knowledge in the use

of ICTs are not up to expectation. Technical support and skills are necessary for the integration

of ICT into teaching and learning in senior high schools (Stensaker, Maassen, Borgan, Oftebro,

& Karseth, 2007).

5.4.2 ACCESS TO INTERNET SERVICES

The internet is considered as one of the most powerful tools that links several individuals when it

comes to information and resource sharing. Without the internet, Information and

Communication Technologies will not be complete and this will hamper the collaboration among

teachers and students. From the study, provision of internet services was considered as a major

challenge associated with the use of ICT for teaching and learning. The Ministry of Education in

Ghana and the Ghana Education Service should therefore partner with network service providers

and telecommunication network agents to get services either for free or at a reduced rate. Also,

the available bandwidth should be streamlined to avoid unnecessary wastage by students and

teachers especially on social media or entertainment purposes.

5.4.3 ICT TRAINING AND UPGRADE OF TEACHING PRACTICES

From the findings, the study revealed that there was inadequate ICT training organized for

teachers in senior high schools. ICT keeps on revolutionizing, hence the need for planned and

continuous programmes and training geared towards the sustainability of teachers‘ technological

know-how. The rapid development in ICT and information sharing has made it necessary for the

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ICT Directorate under the Ghana Education Service to organize periodic training programmes to

keep teachers abreast with latest technologies to enhance their teaching skills. It is only when

teachers are computer literate and well-resourced that they can integrate ICT into their teaching

for students to partake. There should also be the need for the Ghana Education Service to recruit

more IT personnel to assist teachers to integrate ICT into teaching and learning. Students should

also be open-minded in their approach to ICT integration into teaching and learning. Training

institutions meant for senior high school teachers should also inculcate the use of ICTs to train

teachers to enable them to be familiar with the technologies before going to the classrooms.

5.4.4 REGULAR SYSTEM MAINTENANCE

Regular system maintenance of computers and their related technologies will go a long way to

ensure that the systems run smoothly as well as reduce the risk of breaking down. There should

also be the need for an in-house technical expert to carry out ICT maintenance task. As pointed

out by Qablan, Abuloum & Al-Ruz (2009), there is the need to train computer laboratory

supervisors to resolve the various technical problems as well as overcoming them.

5.4.5 DEVELOPMENT OF EDUCATIONAL ICT POLICY

The senior high school educational system currently does not have any coherent ICT policy

structure in place to guide in the effective integration of ICT into educating and learning in the

various senior high schools in Ghana. The inadequate policy frameworks for ICT

implementation in second cycle institutions shows that senior high schools in Ghana are not

equipped to keep up with the ICT revolution that is taking place. However, educational policy

makers of senior high schools still have the chance to take advantage of the technological

advancement that is becoming more widely accessible and implement policies that will sustain

the integration of ICT into educating and learning. A well-established policy on the integration

of ICT into teaching and learning in senior high schools will be a guide for various Heads of

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senior high schools to implement. In the long term, the Ministry of Education in Ghana should

review the policy directive on education in general to be able to accommodate ICT integration

into teaching and learning to improve the use of ICTs in senior high schools in the country.

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20/12/2017).

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APPENDICES

APPENDIX I

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APPENDIX II

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APPENDIX III

Questionnaire for Teachers

UNIVERSITY OF GHANA, LEGON

DEPARTMENT OF INFORMATION STUDIES
Questionnaire on “The use of ICT for teaching and learning in senior high
schools in Ghana: A study of Nungua Senior High School and Presbyterian
Senior High School, Teshie”
Dear Sir/Madam,

I am investigating the use of ICT for teaching and learning in senior high schools in order to
write my dissertation for a Master‘s Degree. I will entreat you to spare some time by completing
the questions to help me achieve this objective. All responses will be treated with confidentiality.

Thank you in advance.

Richard K. Boni

(MA Information Studies)

Please answer the questions by ticking or providing an appropriate answer.

BACKGROUND INFORMATION:
1. School a. Nungua Snr. High Sch. [ ] b. Presbyterian Snr. High Sch. Teshie [ ]
2. Gender a. Male [ ] b. Female [ ]
3. Your age: a. 30 years and below b. 31 – 40 years c. 41- 50 years
d. 51 years and above

COMPUTER KNOWLEDGE
4. Are you computer literate? a. Yes [ ] b. No [ ]
5. If yes, how would you rate your computer knowledge?

a. Basic [ ] b. Somehow good [ ] c. Good [ ] d. Very good [ ]

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6. How did you acquire your ICT skills?

a. Self-trained [ ] b. Through friends [ ] c. Workshop [ ]
d. Professional ICT training [ ] e. Self-trained and workshops [ ]
f. Other………………………………………………………
7. Has there been any ICT training organized by the ICT Directorate?
a. Yes [ ] b. No [ ]
8. If yes, have you ever participated?
a. Sometimes [ ] b. In all the modules [ ] c. Never [ ]

PERCEPTION OF TEACHERS
9. What are teachers‘ perceptions on the application of ICT in teaching?
Perception On The Application Of ICT In Strongly Agree Strongly Disagree
Teaching Agree Disagree

a. Using ICT to teach is time consuming

b. Internet use can improve your teaching

c. ICT should be integrated into teaching

d. Other teachers have given negative comment

about using ICT for teaching

e. I prefer using the internet to prepare my

lesson than to use the library or handbook

f. Students give negative feedback on ICT

supported teaching

g. I teach perfectly well without computers

h. ICT can enhance collaboration among

students and teachers

i. It is difficult to integrate ICT into my teaching

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AWARENESS AND USAGE OF SOME SELECTED COMPUTER

APPLICATIONS AND PROGRAMS
10. Computer programmes often used (Please tick as many as you can)

a. Microsoft Word [ ] b. Microsoft Excel [ ] c. Microsoft Powerpoint [ ]

d. Search engines (Google, Bing, Ask.com, Yahoo) [ ] e. Microsoft Access [ ]
h. Other……………………..

11. How good are you with using the following computer applications?

APPLICATIONS EXCELLENT GOOD AVERAGE POOR VERY

POOR

a. Microsoft Word

b. Microsoft Excel

c. Microsoft Powerpoint

d. Search engines (Google, Bing,

Ask.com, Yahoo)

e. Microsoft Access

AVAILABILITY OF ICT FACILITIES

12. Do you have a computer of your own? a. Yes [ ] b. No [ ]
13. Do you have a computer lab in your school?
a. Yes [ ] b. No [ ] c. Not aware [ ]
14. If yes, what purpose does it serve? (Tick as many as you can)
a. Teaching ICT[ ] b. Teaching other Subjects [ ] b. Browsing and
Research [ ] c. Not aware [ ]
15. Are the computers connected to the internet? a. Yes [ ] b. No [ ]
16. If yes, is there access to the internet always?
a. Yes [ ] b. No [ ] c. Sometimes [ ] d. Not aware [ ]
17. Are there enough computers in the computer lab for all teachers?
a. Yes [ ] b. No [ ]
18. How often do you get access to the computer lab? (Please tick as many as you can)
a. During ICT lessons [ ] b. During break times [ ] c. During close of school [ ]
d. During other lessons [ ] e. All the time [ ] f. Not at all [ ]
19. Does your school provide frequent system maintenance?
a. Yes [ ] b. No [ ] c. Not aware [ ]

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ICT FOR TEACHING

20. Do you use ICT for teaching purposes?
a. Yes [ ] b. No [ ]
21. If yes, how often to do you use ICT/computer for teaching purposes?
a. Everyday [ ] b. Once a week [ ] c. Once a month [ ]
d. A few times in the term [ ] e. Only for assignment [ ]
22. Do the assignments you give out to student involve the use of ICT?
a. Yes [ ] b. No [ ]
23. Do you use the internet to access information concerning your subject?
a. Always [ ] b. Sometimes [ ] c. Never [ ]

CHALLENGES RELATED WITH THE USE OF ICT.

24. What are some of the problems you face when using ICT? (Please tick as many as you
can)
a. Power fluctuation [ ] b. Virus attack [ ] c. System breakdown [ ]
d. Lack of maintenance [ ] e. Obsolete (Old) computers [ ]
d.Other…………………………………………………………………………

25. Please write any comments or suggestions you have about the use of ICT for teaching
and learning.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………

THANK YOU FOR PARTICIPATION

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APPENDIX IV

Questionnaire for Students

UNIVERSITY OF GHANA, LEGON

DEPARTMENT OF INFORMATION STUDIES
Questionnaire on “The use of ICT for teaching and learning in senior high
schools in Ghana: A study of Nungua Senior High School and Presbyterian
Senior High School, Teshie”
Dear student,

I am investigating the use of ICT for teaching and learning in senior high schools in order to
write my dissertation for a Master‘s Degree. I will entreat you to spare some time by completing
the questions to help me achieve this objective. All responses will be treated with confidentiality.

Thank you in advance.

Richard K. Boni

(MA Information Studies)

Please answer the questions by ticking or providing an appropriate answer.

BACKGROUND INFORMATION:
1. School a. Nungua Snr. High Sch. [ ] b. Presbyterian Snr. High Sch. Teshie [ ]
2. Gender a. Male [ ] b. Female [ ]
3. Form a. One [ ] b. Two [ ]
4. Course a. General Arts [ ] b. Visual Arts [ ] c. Home Economics [ ]
d. Business [ ] e. Science [ ]

COMPUTER KNOWLEDGE
5. Did you have any computer knowledge before enrolling to the school?

a. Yes [ ] b. [ ]

6. If yes, how would you rate your computer knowledge?

a. Basic [ ] b. Somehow good [ ] c. Good [ ] d. Very good [ ]

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PERCEPTION OF STUDENTS
7. What are students' perceptions on the application of ICT in learning?
Perception On The Application Of ICT In Strongly Agree Strongly Disagree
Learning Agree Disagree

a. Using ICT to learn is time consuming

b. Internet use can improve your learning

c. ICT should be integrated into learning

d. All my teachers are very competent in using

ICT for teaching

e. I prefer using the internet to do my

assignment than to use the library

f. ICT tends to increase students‘

learning motivation

g. ICT can enhance students‘ language and

writing skills (e.g. grammar, spelling,

punctuation, etc)

h. ICT can enhance collaboration among

students and teachers

AWARENESS AND USAGE OF SOME SELECTED COMPUTER

APPLICATIONS AND PROGRAMS
8. Computer programmes often used (Please tick as many as you can)

a. Microsoft Word [ ] b. Microsoft Excel [ ] c. Microsoft Powerpoint [ ]

d. Search engines (Google, Bing, Ask.com, Yahoo) [ ] e. Microsoft Access [ ]
h. Other……………………….

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9. How good are you with using the following computer applications?

APPLICATIONS EXCELLENT GOOD AVERAGE POOR VERY

POOR

a. Microsoft Word

b. Microsoft Excel

c. Microsoft Powerpoint

d. Search engines (Google, Bing,

Ask.com, Yahoo)

e. Microsoft Access

10. If yes, how often to do you use ICT/computer for learning purposes?
a. Everyday [ ] b. Once a week [ ] c. Once a month [ ]
d. A few times in the term [ ] e. Only for assignment [ ]
AVAILABILITY OF ICT FACILITIES
11. Do you have a computer of your own? a. Yes [ ] b. No [ ]
12. Do you have a computer lab in your school?
a. Yes [ ] b. No [ ] c. Not aware [ ]
13. If yes, what purpose does it serve? (Tick as many as you can)
a. Teaching ICT[ ] b. Teaching other Subjects [ ] b. Browsing and
Research [ ] c. Not aware [ ]
14. Are the computers connected to the internet? a. Yes [ ] b. No [ ]
15. If yes, is there access to the internet always?
a. Yes [ ] b. No [ ] c. Sometimes [ ] d. Not aware [ ]
16. Are there enough computers in your computer lab for all students?
a. Yes [ ] b. No [ ]
17. How often do you get access to the computer lab? (Please tick as many as you can)
a. During ICT lessons [ ] b. During break times [ ] c. During close of school [ ]
d. During other lessons [ ] e. All the time [ ] f. Not at all [ ]
18. Does your school provide frequent system maintenance?
a. Yes [ ] b. No [ ] c. Not aware [ ]

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ICT FOR LEARNING

19. Do you use ICT for learning purposes?
a. Yes [ ] b. No [ ]
20. Do your teachers use any of the above facilities during teaching?
a. Some of them [ ] b. All of them [ ] c. None of them [ ]
21. Do you use the internet to access information concerning any subject you study?

a. Yes [ ] b. No [ ]

22. Does your school assignment involve the use of ICT?

a. Yes [ ] b. No [ ]

CHALLENGES RELATED WITH THE USE OF ICT.

23. What are some of the problems you face when using ICT? (Please tick as many as you
can)
a. Power fluctuation [ ] b. Virus attack [ ] c. System breakdown [ ]
d. Lack of maintenance [ ] e. Obsolete (Old) computers
d.Other…………………………………………………………………………

24. Please write any comments or suggestions you have about the use of ICT for teaching
and learning.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………

THANK YOU FOR PARTICIPATION

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